In the past two decades, a healthy sense of self-esteem has been emphasized to support the well-rounded development of young people. While self-esteem was mistakenly seen as its own reward during the 90s, it is now understood by many educators and counselors as a desired effect of a child’s efforts rather than their cause.
Self-esteem, it has been found, must be founded on concrete achievements. Students are supposed to feel good about their accomplishments. While a degree of confidence is needed to coax students into trying new things, praise should only be reserved for accomplishments; the more (and the better) they accomplish, the greater their rewards.
The Washington Post even reports that too much unwarranted praise may make young people more dependent on outside feedback than self-started initiatives.
Today, more educators would rather encourage students to work for their praise and recognition and have them build self-esteem from there. The satisfaction gained from a job well done (and the drive to improve from a less than satisfactory one) is seen as a better contributor than a positive self-image to academic performance and mental and emotional development.
A combination of hard work, determination, a keen eye for mistakes and correcting them, and the ensuing satisfaction and praise of a job well done is one of the keys to holistic development, according to current pedagogical standards.
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