Currently in the popular and academic press, a debate exists as to the usefulness and the potential harm of praising young children. On one side of this debate, there are professionals who are involved in research and education of children with disabilities, and on the other side, those involved in research and education of children without special needs. Because early childhood education has increasingly become inclusive, it is important to understand each side of this debate, and its related issues. This article reviews the literature related to use of praise in education of children with special needs. Clarifications are made regarding the cultural roots of praise and research developments regarding the arguments for and against praise. Finally, recommendations for the best practices for use of praise with all young children are made for parents and early childhood special and general education professionals.
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