What role do positivity and self-esteem play in children's development?

A small act of kindness can change someone's day. Complimenting someone, saying how much they mean to you, or simply sharing words of encouragement can change a person's overall outlook. As parents, teachers and caregivers, it is important to provide an environment that encourages positivity and promotes healthy development. From an early age, we can convey to children how important the words we choose to use are and how they can come back to us. 

Positivity and self-esteem

Positive reinforcement is a powerful tool for building self-esteem in children. Praising a child for his achievements, no matter how small, can help him feel valued and appreciated. When children are comfortable in their own skin, they are more likely to take on new challenges and try new things. Conversely, negative comments or criticism can have the opposite effect, leading to feelings of inadequacy and low self-esteem (Baumeister et al., 2003). However, praise must be grounded in reality and intertwined with feedback. 

In addition, positivity can help children develop a positive self-image. When children are surrounded by positive messages, they are more likely to see themselves in a positive light. This can lead to a more confident and resilient attitude that can be beneficial throughout their lives.

Positivity and social skills

Positivity and encouragement also play a vital role in developing social skills. Children who are encouraged to be kind, empathetic and understanding with others are more likely to develop strong social skills. When children are taught to be positive and accepting of others, they are more likely to form positive relationships with their peers and be able to work collaboratively in groups (Eisenberg & Fabes, 1998).

In addition, positivity can help children develop a sense of compassion and empathy. Children who are taught to be empathetic are more likely to understand and respect the feelings of others, which leads to improved communication and conflict resolution skills.

Positivity and school performance

Finally, positivity and encouragement can have a significant impact on school performance. Research has shown that positive feedback and praise can improve academic performance because children are more motivated to learn and succeed (Henderlong & Lepper, 2002). By providing positive reinforcement and encouragement, parents, teachers, and caregivers can help children develop a flexible mindset that sees challenges as opportunities to learn and grow.

Compliments are a powerful tool for boosting a child's self-esteem and confidence. When children receive genuine and specific praise for their efforts, they are more likely to feel valued and motivated to continue learning and growing. Compliments can also help children develop a positive self-image as they learn to see themselves in a positive light. In addition to boosting self-esteem, compliments can also help strengthen relationships between children and adults. When children feel valued and appreciated, they are more likely to trust and respect the adults in their lives. This can lead to stronger communication and a deeper sense of connection. In general, the power of a compliment should not be underestimated when it comes to children's development. By providing specific and meaningful praise, parents, teachers, and caregivers can help children build self-confidence, develop a positive self-image, and strengthen relationships.

Compliments can help boost self-esteem, develop a growth mindset, boost intrinsic motivation, and reinforce positive behavior. 

Useful resources:

Baumeister, RF, Campbell, JD, Krueger, JI, & Vohs, KD (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1-44.

Eisenberg, N., & Fabes, RA (1998). Prosocial development. Handbook of Child Psychology, 3, 701-778.

Henderlong, J., & Lepper, MR (2002). The effects of praise on children's intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774-795.

*Article written by Veronica Dunga, KEN Academy trainer.