USE OF PRAISE TO

NURTURE
CHILDREN & THE
SOCIAL-EMOTIONAL
T E N ET S AT TA C H E D
TO IT
- PAVA N I C H O P R A
 • During a classroom activity of
colouring a car, a child told me “I
can’t do it my brain is made up of
wood because I don’t eat fish”.

• On the other hand, a child sitting next

WHY I WANT to him said “my brain is very sharp”.

TO STUDY IT? • What differences lead to difference in

motivations in the same classroom?
• Unexplored in the Indian context, the
land which is famous for it’s cultural
diversification.
 SIGNIFICANCE OF PRAISE
• Considered an important ‘motivation strategy’.

• Medium of improving self-esteem. Erikson’s psychosocial theory states – important for

children to develop proficiency and belief in their abilities.

• Praise shapes self-theories play an important and causal role in challenge seeking,
self-regulation, and resilience (Dweck, 2008).

• Praise make children become aware about who they are as learners.

• Praise can be influenced by parents socio-emotional beliefs

TYPES OF PRAISE & ITS EFFECTS ON CHILDREN

LITERATURE
Person
Process
Praise or
Praise or
Non-
Generic
Generic
Praise
Praise

e.g., “you worked

hard that’s why you e.g., “you are
were able to score good at math”
good in math”

Growth Fixed
Mindset Mindset
RESEARCH QUESTIONS

How do Punjabi What are the

families use praise reasons for using
to nurture different kind of
children? praises?
 METHODOLOGY
Research Design: Qualitative

Target Age Group: 6-8 years

Site of the Study: New Delhi

Sample Size: 2 families and 3 children

First participant- 7 years old

Second and third participant- Set of fraternal twins aged 7years and 8 months

Tools used for the study: Observations and Interviews

Analysis: DATA TRIANGULATION. Data collected through observations and interviews was combined for analysis
PROCEDURE
1) The study was conducted
with mother-child duo in the
city of New Delhi identifying as
Punjabis.
2) Home visits were done to
collect data. Children aged 7
years were observed in their
homes under two different
situations.
• Doing home-work with their mothers
• Playing games with their mothers
3) Mothers were interviewed
about their thoughts on praise
as an encouragement tool and
why do they consider it
necessary.

4) The data was analysed 5) Lastly, data from both the

qualitatively by grouping it into sources were combined to
different themes and sub- increase the authenticity and
themes. weave them into findings.
Mothers felt praise is necessary for encouragement.

Verbal praise increased during study session and in the subject the
child dislikes.

Praise/ encouragement decreased in the subject the child likes.

Praise contextual, depends on the task and the time it is given to the
child. FINDINGS
Generational difference in the style of praise as mothers compared
and recalled how their parents praised/encouraged them in their
childhood.

Mothers felt they did not get enough encouragement/praise in their

childhood. Hence, they made sure they give it to their children.

Globalisation has changed the style of praise which is reflected in the

verbatims of caregivers and the language they use for communication.
CHALLENGES
• The child told his mother that she does not
work; dad gets the money and does all the
work. In response his mother told him that
your wife will also not work. Instantly, he
replied, “then I won’t get married”. As a
researcher I was opposed by the manner their
mother spoke about the functioning of gender
roles. But I chose to stay quite as an observer.

• Interviews were telephonic after the outbreak

of covid. This gave me an understanding how
to be sensitive during these times and still
persuade them to give an interview.
IMPLICATIONS
• Help in understanding the importance of it in
building child’s self-concept.
• Serving as a catalyst for motivation.
• Understanding the importance and it’s effects by
the manner in which caregivers chose to praise
their children.
• Parents can adopt a better praising style for their
children to motivate and encourage them.
• Caregivers can learn the difference between
vacuous praise & constructive feedback.
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