: Penalize or reward − this is the dilemma which was differently settled over the ages. Ancients saw the penalty as an indispensable educational measure; the penalty was seen identical to the corporal punishment while its purpose was education of a man who is obedient and conforms to the agreed social standards. Education based on the positive strengthening and consequence should constitute an essence of the educational activities, and thus it is worthwhile that adults talk with the children about one's own responsibility and aftermaths of a failure to subordinate. Climate of an incomprehensible rigor, intimidation and application of penalties can produce in children the fear attitudes, distrust of people, and egoism. Strict family rigor that prevents satisfying of the basic mental needs produces in children a disappearance of the feelings of friendliness and care addressed to their peers while a direct response to the harming acts is the increase of aggressiveness, emotional liability, inabilityto establish interpersonal relations, hostility against environment, combined at the same time with a strong attachment to the custodians. Children suffering a harm often prove to be unable to be spontaneous, are stripped of the sense of humor, are stubborn, and assume attitude of a cold expectation and intense vigilance. They are depressive with an inclination to isolation. Effectiveness of the two methods depends on compliance with at least some of the conditions. First of all the frequent and scrappy application of the penalties is not advised because this contradicts the necessity of the subjective penalization of children. And definitely the penalty is not allowed to be the physical or mental infliction of pain.