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22–36 monthsManaging Self

Welcomes and values praise for what they have done.

Observe whether the child: welcomes and values praise for what they have done.

What it looks like

Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.

Emerging

Just starting

Sometimes smiles or looks toward the adult when praised but the response is brief and inconsistent. May repeat the action once to get another reaction, but still needs lots of encouragement to persist.

What you might see

  • When praised, looks away and walks off or pushes the work away (e.g., covers drawing).
  • Stops the activity immediately after praise and refuses to continue or re-try.
  • Shows no change in facial expression/attention when an adult says 'well done'.
  • Briefly smiles when praised but then drops the task and moves on.
  • Looks at the adult for reassurance after each small step and needs repeated praise to continue.
  • Repeats a simple action (e.g., puts one block on) only if the adult praises immediately.

Expected

On track

Shows pleasure and pride when praised (smiles, claps, says 'look') and seeks acknowledgement by showing an adult what they have done. Praise often increases willingness to try again or continue.

What you might see

  • Brings a drawing/tower to an adult and says 'look!' after completing it.
  • Smiles or claps after praise and then continues the task for another step or two.
  • Uses simple pride language/gestures ('I did it', arms up) after receiving praise.

Exceeding

Going further

Consistently accepts praise and uses it to stay engaged and persist with tasks. Can tolerate gentle correction alongside praise and continues trying rather than giving up immediately.

What you might see

  • After being praised for effort, tries again when the task is slightly hard (e.g., puzzle piece).
  • Accepts a small correction ('try turning it') without becoming very upset and keeps working.
  • Seeks praise at the end of an activity by showing the finished product rather than after every step.
  • Praises a peer/sibling ('good job') after they complete something, without adult prompting.
  • Says something like 'I tried' or 'I did it' and keeps going even before an adult responds.
  • Asks for feedback ('mine?') after finishing and then describes what they did (points to features).

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • During drawing or building, give specific praise ('You stacked three blocks!'); notice whether your child smiles and keeps going or stops/withdraws.

  • At tidy-up time, praise a small success ('You put the cars in the box'); observe whether your child repeats the helpful action and shows pride.

  • During dressing, praise effort ('You pulled your hat on'); watch whether your child tries the next step rather than handing it back immediately.

  • At story time, praise participation ('You turned the page'); notice whether your child looks pleased and continues to engage with the book.

  • During outdoor play, praise a new attempt ('You climbed the step!'); observe whether your child seeks another challenge or avoids trying again.

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • Development Matters in the EYFS (2012), Personal, Social and Emotional Development: Self-confidence and self-awareness (22–36 months).

    The construct is framework-native and reflects how adult feedback supports confidence and persistence.

Developmental research

  • Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35(3), 835–847. https://doi.org/10.1037/0012-1649.35.3.835

    Research distinguishes forms of praise and links feedback to children's persistence and coping after setbacks, supporting the construct's focus on valuing praise.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
Does not respond positively to praise (ignores, turns away, or becomes distressed) and does not show interest in adult acknowledgement. May stop the activity when praised or avoid showing what they have done.
  • When praised, looks away and walks off or pushes the work away (e.g., covers drawing).
  • Stops the activity immediately after praise and refuses to continue or re-try.
  • Shows no change in facial expression/attention when an adult says 'well done'.
Emerging
Sometimes smiles or looks toward the adult when praised but the response is brief and inconsistent. May repeat the action once to get another reaction, but still needs lots of encouragement to persist.
  • Briefly smiles when praised but then drops the task and moves on.
  • Looks at the adult for reassurance after each small step and needs repeated praise to continue.
  • Repeats a simple action (e.g., puts one block on) only if the adult praises immediately.
Developing
Shows pleasure and pride when praised (smiles, claps, says 'look') and seeks acknowledgement by showing an adult what they have done. Praise often increases willingness to try again or continue.
  • Brings a drawing/tower to an adult and says 'look!' after completing it.
  • Smiles or claps after praise and then continues the task for another step or two.
  • Uses simple pride language/gestures ('I did it', arms up) after receiving praise.
Secure
Consistently accepts praise and uses it to stay engaged and persist with tasks. Can tolerate gentle correction alongside praise and continues trying rather than giving up immediately.
  • After being praised for effort, tries again when the task is slightly hard (e.g., puzzle piece).
  • Accepts a small correction ('try turning it') without becoming very upset and keeps working.
  • Seeks praise at the end of an activity by showing the finished product rather than after every step.
Reflexive
Values specific feedback (effort/strategy), begins to self-praise or reflect ('I did it!'), and can praise others appropriately. Can keep working without immediate praise and seeks it at natural endpoints (after finishing).
  • Praises a peer/sibling ('good job') after they complete something, without adult prompting.
  • Says something like 'I tried' or 'I did it' and keeps going even before an adult responds.
  • Asks for feedback ('mine?') after finishing and then describes what they did (points to features).