Praise is one of the most frequently used strategies by parents, teachers, and caregivers to motivate children and build confidence. Research spanning several decades has demonstrated that the effects of praise on motivation, self-esteem, persistence, and identity depend critically on type, sincerity, specificity, and individual child characteristics. This article synthesizes foundational and contemporary empirical literature on praise in developmental contexts from early childhood through adolescence. Key distinctions examined include person versus process praise, inflated versus noninflated praise, and behavior-specific praise in classroom settings. Developmental trajectories, individual moderators (self-esteem, sensitivity, gender, and culture), and the praise paradox are reviewed. Emerging research on praise, socioeconomic equity, differential child sensitivity, and adolescent identity affirmation is highlighted. Evidence-based implications for parents and educators are discussed.
