Techniques of praise
In conjunction with praising children’s behavior, there are several techniques associated with the effectiveness of giving praise to young children in the classroom. The techniques are immediacy consistency proximity, and paring praise with positive nonverbal cues. These techniques act as guidelines for effective implementation of praise.
It is imperative to note that praise can only be successful, if the praise statement i follows the desired behavior immediately (Hester, et al., 2009; Owen, Slep & Heyman, 2012). Immediate praise that highlights the accuracy of the behavior helps to keep focus on the desired behavior (Hester, et al., 2009, p. 517). If praise is delayed there is the potential for the student to become confused about which behavior is being reinforced (Hester, et al., 2009).
Moreover, the consistent delivery of praise is a significant behavior support for young children. Consistent praise following a desired behavior reinforces the behavior (Hester, et al., 2009). In addition, consistent praise is extremely valuable when teaching students a new skill (Sigler & Aamidor, 2005; Stormont & Reinke, 2009). In contrast, inconsistent praise can lead to student confusion about whether a behavior is appropriate or inappropriate (Sigler & Aamidor, 2005). This implies that practitioners should at all times ensure that they are consistent of the techniques of praise they might want to apply. On a similar note, proximity to the student is a vital technique. Close proximity can ensure that the teacher has the student’s attention. In addition, close proximity allows the teacher to diligently observe the student’s response to praise (Hester, et al., 2009). The teacher can establish proximity by joining a child involved in an activity or by inviting a child to engage in a private conversation (Hester, et al., 2009)
Lastly, pairing praise with positive nonverbal cue is particularly helpful when working with young children. Positive nonverbal cues such as smiles and hugs elicit positive attention from young children. The pairing of praise with positive nonverbal cues has been shown to be effective in increasing student engagement because the praise becomes reinforcement (Owen, Slep and Heyman, 2012).
On the other hand, the biggest challenge the early childhood practitioners face when applying these techniques of praise is balancing them with correction measures. In the cases of Oppositional Defiant Disorder (ODD), there is need for stringent skills and strategies to manage such children (Research to practice in early intervention, 2011). This brings us to the teaching of pro-social and correction of antisocial behavior while applying the praise techniques. Despite the fact most of children associated with ODD are troublesome, there is need the teachers to look for even a small aspect of praising instead of reprimanding. This is not an easy practice, because of the teachers get aggressive with these children, particularly when they repeatedly misbehave. According to Sugai, Horner & Lewis, (2009), teachers should endeavor in finding something to use in praising these children. This will ensure balance between praise and correction
References
Bayat, M. (January 01, 2011). Clarifying Issues Regarding the Use of Praise With Young Children. Topics in Early Childhood Special Education, 31, 2, 121-128.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J. (January 01, 2009). A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools. Journal of Positive Behavior Interventions, 11, 3, 133-144.
Hester, B. L. (2009). Hannah Montana: The essential guide. London: DK Pub.ebook
Owen, D. J., Slep, A. M., & Heyman, R. E. (January 01, 2012). The effect of praise, positive nonverbal response, reprimand, and negative nonverbal response on child compliance: a systematic review. Clinical Child and Family Psychology Review, 15, 4, 364-85.
Research to practice in early intervention. (2011). Austin, Tex: Hammill Institute on Disabilities.
