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Positive Reinforcement for Children

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Positive Reinforcement for Children
Positive Reinforcement for Children

Mary Camacho

Nova Southeastern University

Abstract

From a very early age, children begin to learn about the association between behaviors and consequences. They realize that there is always going to be a consequence whether it’d be positive or negative, that would follow the behavior. Sometimes children behave very well and most of the time, children tend to give parents and others around them a hard time. When it comes to behavior modification, some basic steps include identifying the behavior, setting expectations, monitoring progress, and reinforcing correct behaviors. Positive reinforcement has a lot of effect on children when it comes to modifying a targeted behavior. A reinforcer, which can be either positive or negative, is defined as an event, stimulus, or condition that, when presented immediately following a behavior causes an increase in frequency of the behavior (Martin, G., & Pear, J., 2011 p 32).

Positive Reinforcement for Children

There are various opinions concerning the value of positive reinforcement when discussing modifying behaviors of young children (Sigler, E., & Aamidor, S., 1990). Children will always need guidance in good behavior, and it is a parent’s duty to provide this guidance. Parents can model good behavior and discuss with their children what constitutes good behavior, but it is helping children act on their own that will allow them to understand what is appropriate and what is not in a variety of situations.

Everyone likes to be praised and children are no different. When children display good behavior, parents should acknowledge their actions by congratulating their children on their decisions. Such positive reinforcements allow children to connect that what they did has made their parents happy, and therefore was the correct choice. For example, when a child puts his toys away without being asked, having a parent say “Well done!” and giving him a cuddle will help him



References: Alberto, P. A., & Troutman, A. C. (1990). Applied behavioral analysis for teachers. Bukatko, D., & Daehler, M. W. (2001). Child development. Boston: Houghton Mifflin. Burden, P. R. (2003). Classroom management: Creating a successful learning community. New York: John Wiley & Sons. Lawhon, T., & Lawhon, D. C. (2000). Promoting social skills in young children. Early Childhood Education, 28(2), 105–110. Leong, D. J., & Bodrova, E. (2003). Teaching your child self-control. Scholastic Parent and Child, 11(3), 52–54. Martin, G., & Pear, J. (2011). Behavior modification: what it is and how to do it. (9 ed., p.462). McDevitt, T. M., & Ormrod, J. E. (2002). Child development and education. Upper Saddle River, NJ: Merrill/Prentice Hall. Sigler, E., & Aamidor, S., (1990). From Positive Reinforcement to Positive Behaviors: An Everyday Guide for the Practitioner Sternberg, R. J. (1998). In search of the human mind. Fort Worth, TX: Harcourt Brace College Publishers. Strain, P. S., & Joseph, G. E. (2004). A not so good job with ‘‘Good Job’’: A response to Kohn 2001 Swick, K. J. (2001). Nurturing decency through caring and serving during the early childhood years

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