Which practice most effectively promotes a positive self-concept in preschoolers?

Which practice most effectively promotes a positive self-concept in preschoolers?

• A. Critiquing mistakes publicly
• B. Providing specific praise
• C. Ignoring small achievements
• D. Relying solely on tests

Answer: (B)

Promoting a positive self-concept in preschoolers comes from feedback that helps them see themselves as capable and growing. Providing specific praise does that by naming exactly what they did well or the strategy they used, such as noticing careful drawing, persistence with a task, or trying a new challenge. When the comment points to a concrete action or effort, the child internalizes a clear sense of competence and learns which behaviors to repeat, building confidence and motivation to tackle new tasks. This kind of feedback supports a growth-oriented view: abilities can improve with practice and effort. Publicly critiquing mistakes can erode a child’s confidence and willingness to try again. Ignoring small achievements sends the message that effort or progress doesn’t matter. Relying solely on tests provides limited feedback and can make learning feel like a judgment rather than a process of growth.

Promoting a positive self-concept in preschoolers comes from feedback that helps them see themselves as capable and growing. Providing specific praise does that by naming exactly what they did well or the strategy they used, such as noticing careful drawing, persistence with a task, or trying a new challenge. When the comment points to a concrete action or effort, the child internalizes a clear sense of competence and learns which behaviors to repeat, building confidence and motivation to tackle new tasks. This kind of feedback supports a growth-oriented view: abilities can improve with practice and effort.

Publicly critiquing mistakes can erode a child’s confidence and willingness to try again. Ignoring small achievements sends the message that effort or progress doesn’t matter. Relying solely on tests provides limited feedback and can make learning feel like a judgment rather than a process of growth.