The use of rewards and punishment in early childhood classrooms |
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| Authors: | Deborah A Moberly Jerry L Waddle R Eleanor Duff |
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| Institution: | 1. Department of Instruction, Curriculum and Leadership , University of Memphis , Ball Hall, Rm. 406, Memphis , TN , 38111 , USA Phone: +1 901 678 5749 Fax: +1 901 678 5749 E-mail: dmoberly@memphis.edu;2. Department of Educational Administration and Counseling , Southeast Missouri State University , One University Plaza MS 5550, Cape Cirardeau , MO , 63701–4799 , USA;3. Department of Elementary, Early and Special Education , Southeast Missouri State University , One University Plaza MS 5550, Cape Cirardeau , MO , 63701–4799 , USA |
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| Abstract: | Abstract Much has been written about the problems associated with reliance on extrinsic rewards and punishment in controlling behavior and motivating students. This study explores the use of extrinsic rewards and punishment by prekindergarten ‐ grade 3 teachers in Missouri. The purpose of the study was to (a) determine the most common motivational practices and classroom management strategies being used by prekindergarten ‐ grade 3 teachers; (b) determine the range of costs of rewards given to children and the source of these funds; (c) determine administrative and parental support; and (d) determine what influenced the teachers’ choices of behavior management strategies. Results of the study indicated that a significant majority of the respondents chose good instructional practices of the teacher as having the most positive influence on child behavior. However, most of the teachers responding continued to use extrinsic rewards and punishment to achieve acceptable behavior management and student motivation. In addition to reviewing the recent literature on extrinsic rewards and punishment, the authors discuss the implications of the findings for teacher educators and for those responsible for professional development programs for teachers. © 2005 Elsevier Inc. All rights reserved. |
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