Here’s something. Research indicates that children are much more likely to learn skills and thrive if parents praise them for “being” rather than “doing.” What does this mean? Basically, if you want to encourage your kids to help around the house, then instead of telling them, “It was so helpful when you cleared your dishes” or “You did such a good job with that,” you can say, “You are such a helper.” The difference here is that you are focusing not on what they did but on what they are: a helper. Sounds simple, right?
But wait a minute. Isn’t that “labeling?” And aren’t we supposed to avoid doing that? I have to admit that for this reason I have had a hard time getting my head around this. Especially since, as a new parent, I had read psychologist Alfie Kohn’s book Unconditional Parenting, in which he insists that while criticizing our children is clearly not helpful, neither is praising them. According to Kohn, the best kind of discipline is intrinsic (coming from within) rather than from others. This stuck with me. So when in recent years I have learned more about what works with kids, I have had to adjust my thinking on this.
In addition, I have always been disturbed by what I saw as an overuse of the phrase “Good job.” As in, the child has climbed the steps of the play structure at the park and the parent calls out, “Good job!” The child goes down the slide and the parent says, “Good job!” Etc. Too much of this, I thought, would give the child an inflated sense that everything they did was valuable, special, amazing. Is this good for the child’s sense of self? I don’t think so.
Is there a place for “Good job?” Sure! When a child is working on a developmental milestone, such as reading or potty training, or even learning algebra, it is good and appropriate to acknowledge this.
The best way to do this, however, is to praise them for who they are, for being. “You’re such a good helper.” “You’re always so thoughtful.” “You’re such a good brother.” The research indicates that a child is much more likely to do helpful, or thoughtful, or brotherly things if they understand that it is part of who they are. This quality is not contingent upon their having accomplished a task well (how frustrating, then, when they are not able to do the good thing, or when something else—tiredness, hunger, a feeling of hurt, an unmet need—gets in the way). Rather, if doing these things is a quality they possess, the default setting, they will do it when they can. It’s simply who they are.
There is a practical side to this for parents. We don’t have to coax, or bribe, or cajole, or coerce, a child to do their chores if the chore is what they do because they are helpful, and helpful people do chores. The expectation takes care of itself. When I realized this, I was able to align it with Kohn’s ideal of intrinsic motivation: they will desire, on their own, to do the good thing if it is simply what they do. How cool is that?
Of course, there is always room for a well-placed “Good job.” Or just a hug.