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• Prosocial
– Improves welfare of others or has a generally positive effect
• Antisocial
– Detracts from welfare of others or has a generally negative effect
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• Children need
– Appropriate role models
– A nurturing social environment
– Positive interactions with peers
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• Lack of ethical restraint
• Lack of moral control
• Impulsiveness
• Inability to experience feelings of guilt
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• Physical surroundings that influence the child’s growth
• Surroundings that affect development and learning
• Everything child sees, hears, touches, or experiences
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• Caring community of learners
• Teaching in a way that enhances development and fosters authentic learning
• Appropriate curriculum linked to children’s stages of development
• Assessment focused on children’s holistic development
• Respectful and reciprocal relationships with families
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• Foster development of positive selfesteem in children
• Supportive, warm, caring, and developmentally appropriate
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– Be safe
– Be respectful
– Be responsible
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• An honest, emotionally healthy person who is both assertive and caring
• Able and willing to make sure that children’s rights are protected
• Willing to help children behave responsibly
• Generous with affection that is not intrusive, overwhelming, or one-sided
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• Competition reduces cooperation
• Cooperation is working with others unselfishly toward a common goal
• A cooperative environment is a learning community in which children work collaboratively
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• Children select from appropriate range of materials for exploration
• Children choose activities that match their own interests and abilities
• Children’s natural curiosity and desire to learn instigate activities
• Children’s choices are not influenced by adult coercion
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• Relevant
– Matched to child’s experiences, capabilities, and interests
• Active
– Lively activities encouraging movement
– Fostering large and small motor skill practice
• Sensorial
– Appealing to five senses—touch, taste, smell, hearing, and sight
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• Provide reliable, predictable flow of events
• Meet children’s need for food, rest, and activity
• Help children develop self-control
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• Physical retribution (spanking or paddling)
• Known to increase children’s aggression
• Slows children’s moral development
• May risk overall mental health of children
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• Assurance to children that they are wanted
• Appreciating children for their own individuality
• Letting children know that they do not need to conform or perform to be loved
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• Provide appropriate activities, materials, and routines
• Give unconditional affection and affirmation
• Provide recognition, not gushy or insincere praise
• Encourage children to cooperate rather than compete
• Protect child’s individual rights
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• Recognition and encouragement are appropriate.
• Overabundance of gushy or insincere praise is inappropriate.
• Article: Five Reasons to Stop Saying
"Good Job!“ by Alfie Kohn
YOUNG CHILDREN September 2001

• To praise is "to commend the worth of or to express approval or admiration"
(Brophy, 1981, p.5).
• Dreikurs and others
(1982) say that praise is usually given to a child when a task or deed is completed or is well done.
• Encouragement, on the other hand, refers to a positive acknowledgment response that focuses on student efforts or specific attributes of work completed.
• Unlike praise, encouragement does not place judgment on student work or give information regarding its value or implications of student status.

• Is product oriented
• Is nonspecific
• places a judgment on the student
• gives some indication of the student's status in the group

• Offers specific feedback rather than general comments. For example, instead of saying, "Terrific job," teachers can comment on specific behaviors that they wish to acknowledge.
• Focuses on improvement and efforts rather than evaluation of a finished product.
• Uses sincere, direct comments delivered with a natural voice.

• Does not set students up for failure. Labels such as
"nice" or "terrific" set students up for failure because they cannot always be “nice" or "terrific".
• Helps students develop an appreciation of their behaviors and achievements.
• Avoids competition or comparisons with others.
• Works toward self-satisfaction from a task or product.
• Is process oriented.

Praise
You are the best student I ever had.
You are always on time.
You have the highest score in the class on this exam.
I am so proud of you.
Encouragement
You are a fine student. Any teacher will appreciate and enjoy you.
You sure make an effort to be on time.
You did very well on this exam.
You seem to really enjoy learning
You're the best helper I ever had.
The room looks very neat since you straightened the bookshelves.
I'm so proud of your artwork.
It is nice to see that you enjoy art.

Praise stimulates rivalry and competition focuses on quality of performance evaluative and judgmental; person feels "judged"
Encouragement stimulates cooperation and contribution for the good of all focuses on amount of effort and joy little or no evaluation of person or act; person feels
"accepted" fosters self-interest, which does not hurt others fosters selfishness at the expense of others emphasis on global evaluation of the person-"You are better than others." emphasis on specific contributions -"You have helped in this way." creates quitters fosters fear of failure fosters dependence creates triers fosters acceptance of being imperfect fosters self-sufficiency and independence