30.11: Parenting and Praise
- Page ID
- 197632
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Impact on Cognitive Development.
A new US study has found that when parents praise a toddler for trying hard, cognitive development improves, and the child is more likely to achieve more in math and reading comprehension seven years later. This is the first study to find a link between early praise experience and later cognitive ability.
It wasn’t just any praise that made the difference to cognitive development, and still less the amount of talking that parents did with their toddlers. What made a difference was what the researchers call “process praise” –praise emphasizing the child’s effort. “You did a great job trying to put that back!” “I like it when you do it all different colors.” Process praise is different from “person” praise, like “good girl!” and “you are smart!”
The link between this kind of early praise and later achievement was found via children’s belief that intelligence is malleable and open to change through effort. This was measured when the children were eight. Parents and teachers should emphasize praise for effort with toddlers to improve their cognitive development.
The Science: Praise and Cognitive Development
Earlier research found that process praise early in life is associated with a belief that intelligence is malleable at the age of seven to eight. The researchers call this belief an “incremental motivational framework” or an “incremental mindset.” Children with an incremental mindset who believe that achievement is related to effort rather than just ability are likelier to sustain effort in the face of difficulty. They are also more likely to seek challenges and increase their ability.
In contrast, children who believe intelligence is fixed may do well in subjects that come easily. They will struggle, however, to remain motivated when challenged. They are more likely to be afraid that failure exposes their fixed inability.
Other research has also found a link between belief in malleable intelligence and elementary and middle school academic achievement.
The link has a cumulative effect on cognitive development. A difference in academic achievement at the age of eight between children who approach things with an incremental mindset and those with a fixed mindset is likely to grow more prominent over time. Children with an incremental mindset are more likely to capitalize on each learning opportunity. In response to setbacks, they will increase engagement rather than back off. They will enjoy challenges more.
The children’s achievement in math and reading comprehension – achievements that are strongly influenced by effort – was measured when they were nine to 10 years old.
What does this mean for child cognitive development practice and policy?
The results provide a good case for incorporating a mindset approach in working with parents and teachers to promote cognitive development in toddlers and young children. Parents, in particular, should value of process praise. But we should be mindful of the risk of communicating that any praise is what counts. For example, hyperbolic over-praise (“That was an incredibly amazing catch”) can discourage children from taking on challenges, especially children with low self-esteem.
Reference:
Fisher, D. (2021, November 2). Praise for toddlers predicts cognitive development in the long term. Child and Family Blog. https://childandfamilyblog.com/prais...e-development/ This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.