Giving children authentic and specific praise and feedback

One of the most impactful things educators can do to support children's wellbeing, self-esteem, and learning is to give them authentic, specific feedback and praise. Yet in the busyness of early childhood settings, it's easy to default to generic phrases like 'good job', 'well done', or 'that's amazing'.

While these phrases come from a place of warmth and encouragement, research suggests they are less effective — and in some cases counterproductive — when compared to praise that is specific, genuine, and focused on effort rather than outcome.

What does the research say?

Decades of research by psychologist Carol Dweck and others has shown that the type of praise children receive can have a significant impact on their mindset, resilience, and motivation. Children who receive praise for effort ('You worked really hard on that') tend to develop what Dweck calls a 'growth mindset' — a belief that abilities can be developed through dedication and hard work. Children who receive praise for outcomes or traits ('You're so smart', 'You're such a good artist') can develop a fixed mindset, where they believe their abilities are innate and unchangeable, and may become less willing to take on challenges for fear of failure.

In ECE settings, this means that the way we respond to children's efforts, ideas, and creations matters enormously — not just in the moment, but in shaping how children see themselves as learners.

What is authentic, specific praise?

Authentic, specific praise has a few key characteristics:

• It is genuine — it reflects something you have actually noticed about the child or their work, not a generic response.
• It is specific — it names what the child did, rather than offering a broad evaluation ('I noticed you kept trying even when the blocks kept falling — that took real persistence').
• It focuses on effort and process — rather than the end result ('You really thought carefully about which colours to use').
• It invites reflection — it can open up a conversation rather than closing it down ('What do you think about how it turned out?').

Practical examples

Here are some examples of how you might shift from generic to specific, authentic praise:

What about critical feedback?

Authentic feedback isn't only about praise — it also includes honest, constructive feedback when children are learning new skills or navigating challenges. This kind of feedback is respectful, clear, and future-focused:

• 'I noticed that when you threw the sand, it got in Theo's eyes and he felt really upset. Next time, can we keep the sand low?'
• 'That didn't quite work out, did it? What do you think we could try differently?'

The key is that feedback — whether positive or corrective — should always communicate respect for the child and belief in their capability.

Using documentation to deepen feedback

Documentation tools like Storypark offer a powerful way to extend and deepen feedback. When you capture a child's learning in a story and share it with them or their family, you are creating an opportunity for meaningful reflection and conversation.

Try:

• Showing a child a photo or video of something they did and asking what they notice or remember about it.
• Sharing a story with a family that captures a specific moment of effort or growth, with a note about what you observed.
• Inviting children to contribute their own voice to their stories — what did they think? What are they proud of?

When feedback becomes part of a shared narrative — something children and families can see and return to — it becomes even more powerful.

About the author

Sonya McIntyre is an experienced early childhood educator and leader with a passion for supporting reflective practice and quality learning environments. She has worked across a range of ECE settings and brings a warm, practical approach to professional development.