Your preschooler proudly shows you his latest crayon drawing.
Your daughter eagerly asks you to rate her volleyball serve on a scale of 1 to 10.
Your son calls you to the computer to show you his latest stop-animation short film.
Every time your child presents their work for feedback, you face an essential crossroad: you must choose whether to praise the ABILITY or the EFFORT that produced the work.
It’s easy to praise ability. There’s something about it that feels fittingly grand, aspirational.