Project Tangible and Intangible Rewards to Improve the Behavior of the JFES Kinder

Abstract

INTRODUCTION

Getting the attention of kindergarten pupils is a big challenge. For negative behavior of a child, immediate action should be initiated. It is believed that rewards can be used as positive reinforcement. Children often respond positively when tangible rewards are offered for good behavior because they help them focus their effort and energy to receive the rewards. Intangible rewards offer the kids a healthy emotional condition. The development of the learners' appropriate behavior, to JFES kinder teachers, should start at an early age.

METHODS

Descriptive research design and qualitative research design were utilized in this study. The twenty (20) respondents came from Kinder-Temperance, Kinder-Kindness and Kinder-Patience. Children given rewards were separated from those not yet given. The fishbowl technique was used to select the respondents. A survey was conducted by the researchers to gather data. Graphs and tables were used for data analysis.

RESULTS

There were changes in the behavior of kindergarten children when they were given tangible/ intangible rewards. For example, pupil number 1 changed from inattentive to attentive. The data emphasized the positive effects of tangible and intangible rewards given to kids with negative behavior. The changes occurred in different lengths of time. Some were abrupt changes. Others happened in days, weeks and even months. Verbal praises which included Very Good, Good Job and Congratulations have 45%, the topmost in rank. This is followed by hand claps with 35% and smiles, with 20%.

DISCUSSIONS

Tangible and intangible rewards are effective means of developing positive behavior among the kinder pupils. Stickers are the topmost in rank as tangible rewards. Among the intangible rewards, the highest rank goes to the verbal praise.