[danielvf]

Perhaps there's a third way.

My parents didn't praise us so much for our efforts, nor for "achievements", but they were really excited about the things and projects we were doing. It was like the whole universe was full of exciting things to be discovered and mastered.

For example, if we were going down a river in a canoe, my dad wasn't talking about how much work we kids were doing, or how skilled we were. He was talking about the amazing eagles, herons, hawks, and water moccasins we were seeing, and how to best shoot the rapids, and what the difference wave shapes meant about the rocks underneath. We kids didn't learn and work at canoeing because we would be praised if we did well. We wanted to explore and master the river!

I've found in teaching that moving the focus off the student and onto whatever amazing thing we are learning about works really well - both with kids and adults.

[ballenf]

Not all hard work has the immediate payoff of your example. There are plateaus in early learning where the payoff is impossible to see and one most proceed on almost blind faith that the task is worthwhile. Or because someone else is making you do it.

Praise from a parent, mentor or teacher regarding the effort put forth in those moments can prevent the learner from giving up.

But I do agree that kids (or even adults sometimes) need help recognizing the mind-blowing wonder of nature and natural phenomenon around them. I like to take the approach of asking my kids why they think animals are doing what they're doing or why the water is rough in some spots but not others, etc. They get more praise for a more thoughtful or logical answers (effort) without regard for accuracy (outcome).