| When it comes to parenting styles, we often find two | | | | encouragement and your child will become dependent |
| types of parents - the encourager and the intimidator. | | | | on it may develop the need to keep receiving them. |
| An encouraging parent focuses on using positive | | | | One single criticism and children will become angry and |
| reinforcements to get their kids to work towards a | | | | subsequently, start on self-doubt. |
| certain target. An intimidating parent, on the other hand, | | | | Parenting young children is tricky with many fine lines. |
| uses punishments as part of his parenting style to get | | | | A good parenting tip is that praising is not always |
| their kids to conform to a particular action. | | | | considered encouragement. A child should only be |
| Encouragement should not be mixed up with | | | | praised if he or she accomplishes something significant. |
| pampering though. Pampering means regularly doing | | | | Too much and it fosters too much competitiveness |
| something the child can do for themselves such as | | | | and inculcates the fear to fail. |
| fixing breakfast, preparing lunch, or even waking them | | | | Take note of the parenting law that praising your child |
| up. Pampering makes a child lazy and teaches them to | | | | should only be done if he truly deserves it. |
| take certain things for granted. Don't make your child | | | | Encouragement does not rely on praises alone. Your |
| overly dependent on you or other people to get things | | | | kid can tell when your praises mean nothing. |
| done for him. | | | | Encouragement should place importance on the child's |
| With intimidation, a child generally grows up with fear of | | | | strengths and assets. Too much praising and your child |
| failure and develops an obsession of reaching the top, | | | | risks being too accustomed to sweet sugary words. |
| even at the expense of others. Others may become | | | | Parents may also get too used to giving out praises |
| fearful of taking chances, unless they are extremely | | | | when it means nothing. |
| certain that success is achievable. Too much | | | | |