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Soe 115 db week6 k morrison


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The use of intrinsic and extrinsic rewards in the classroom.

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Soe 115 db week6 k morrison

  2. 2. WHAT ARE INTRINSIC AND EXTRINSIC REWARDS?  Intrinsic Rewards are rewards that aren’t tangible. These rewards are often seen in the form of encouraging words, compliments, and pointing out the good.  Extrinsic rewards are tangible rewards. These rewards are often seen in the form of stickers, snacks, or being able to do something special.
  3. 3. SOURCE #1 rewards This source wasn’t an education source. It was business based. Employers use rewards all of the time when trying to motivate their employees. According to this source intrinsic rewards promote a sense of achievement, allow employees to feel recognized, and help employees take pride in their job. Extrinsic rewards motivate employees by raising salaries, giving bonuses, improving work conditions, and giving promotions.
  4. 4. SOURCE #2 of-motivation/ This source discussed intrinsic and extrinsic rewards from only an academic stand point. It commented on how teachers often use reward systems for the number of books children read, or homework they complete, in a certain amount of time. This would be considered an extrinsic reward. also stated that extrinsic rewards are easier to establish once teachers know what their students are willing to work for. However, it does little for the long run.
  5. 5. SOURCE #3 One of the most impacting things I found, when reading this source, was a comparison of the pros and cons of using both intrinsic and extrinsic rewards. Intrinsic Advantages: - Long lasting - Self sustaining - Efforts focus on subject instead of punishment Disadvantages: - Slow to effect behavior - Can require lengthy preparation - May need other methods to motivate students Extrinsic Advantages: - More readily produce changes in behavior - Require less preparation - Doesn’t usually require knowledge of individual students Disadvantages: - Distract from learning subject at hand - Needs escalated over time - Once extrinsic reward is removed so it the motivation
  6. 6. SOURCE # 3 CONTINUED  “Extrinsic rewards can have a negative impact on intrinsic motivation.” - The example used to support this statement was a study done by a psychologist named Edward Deci. He paid a group of college students to a certain amount for each puzzle they solved. He had another group of college students solve puzzles without getting paid. Once the study was over, the students who were paid to solve puzzles no longer desired to solve them. The students who weren’t paid continued to solve the puzzles. However, there was nothing mentioned about how many puzzles each group solved.
  7. 7. SOURCE #4 This source suggested that people are born with curiosity to learn about the world. However many students no longer have a desire to learn once they reach school age. The article suggests that this is due to extrinsic rewards, because giving children a reward for doing something are already interested in makes them less interested in the subject. It emphasizes that rewards should be given to effort not quality.
  8. 8. SOURCE #4 CONTINUED “Teachers need to provide structure and assistance, without completely controlling every learning activity. Neither extreme of the totally teacher-directed or the completely child-centered classroom seen in many early childhood programs is optimal for promoting motivation and self-regulation.” -
  9. 9. ANALYSES After gathering all of this information I was left with a lot of questions. I was unable to find anything that specifically told me which reward was appropriate for which situation. Much of the information I found was strictly academic based and didn’t analyze the behavior aspect of intrinsic and extrinsic rewards. However, all of the sources talked about the negative and positive sides to using both rewards. Most of the sources also made it clear that intrinsic motivation needed to be more personal, and extrinsic rewards could be used more broadly.
  10. 10. CONNECTION  Vygotsky Vygotsky’s theory of a zone of proximal development, focuses on scaffolding and teaching appropriate behavior through social interactions. This could be seen by using intrinsic rewards to point out when a child is doing what is expected and socially appropriate. Extrinsic rewards could also be used to reward children for making positive choices. However, the information I gathered may point out that children are only making positive choices in order to receive a reward.  Piaget Piaget’s theory of developmental stages would put children in preschool in the preoperational stage of development. In this stage children are unable to grasp abstract concepts. This leads me to believe that Piaget would focus on extrinsic rewards to redirect behaviors. I think this because intrinsic rewards, and doing things because it’s the right thing, are an abstract concept. Children struggle with not being able to physically touch or see something in this stage.
  11. 11. CONCLUSION After analyzing all of the information gathered, I think both intrinsic and extrinsic rewards need to be used in early childhood classrooms. Ever since I have been in the field, I have been told we can’t use extrinsic rewards in early childhood. Every time I asked why, I was given the same answer. “We want children to be motivated to do things on their own, not because they receive a reward.” However, that’s not how life works. Extrinsic rewards are used our entire lives. They are seen at home, work, in every elementary classroom, and in the workplace. It is unreasonable to only use intrinsic rewards in an early childhood classroom. Some of the sources stated that providing an extrinsic reward makes children less interested in doing something when the reward isn’t present. However, none of the sources mention what to do if a child isn’t interested in doing something before there is an extrinsic reward present. They also don’t mention what to do if some children are motivated with intrinsic rewards, but the other half of your class is not.
  12. 12. CONCLUSION CONTINUED At some point early childhood programs need to reassess their stance on extrinsic rewards, because many children are not motivated to behave in a safe way without an extrinsic reward present. Therefore, early childhood teachers are left constantly giving intrinsic rewards while half of their classrooms are out of control. One of the sources even stated that these rewards should both be used in balance. Intrinsic rewards should always be present in early childhood classrooms, because they provide children with encouragement.
  13. 13. WORKS CITED BusinessTopia. (2017). Intrinsic and Extrinsic Rewards with Examples | Businesstopia. Retrieved from resource/intrinsic-and-extrinsic-rewards Carlton, M. P., & Winsler, A. (1998). Early Childhood Education Journal, 25(3), 159-166. doi:10.1023/a:1025601110383 Ecology of Education. (2017). Intrinsic vs. Extrinsic. The Challenge of Motivation. | Ecology of Education. Retrieved from motivation/ Vanderbilt University. (2017). Motivating Students | Center for Teaching | Vanderbilt University. Retrieved from pages/motivating-students/