Ways to Award Your Children
(taken from: Powerful Positive Attention - Louisiana State University)
There are many different ways to reinforce children's good behavior. Most of these ways fall into three categories: Social, activity, and product/tangible reinforcers.
Social Reinforcers: are words of praise and nonverbal affectionate behaviors you bestow upon your children. Social reinforcers are the MOST IMPORTANT!!!
Activity Reinforcers: are special events.
Product Reinforcers: are things you buy for your child, or give your child for demonstrating good behaviors. CAUTION: use very sparingly!!!!!
Below is a list of examples of each type of reinforcer.
Social Activity Product
Words spoken Story with Mom & Dad Ice Cream
Praise Watch TV Stickers
Hugs Go swimming Crayons/Markers
Smiles Have a friend over Playdough
High-fives Mystery envelope Blocks
Pats on the back Game with Mom & Dad
Winks of the eye Later Bedtime
Thumbs-up sign Trip to Park or Zoo
Bike Ride
Make Cookies with Mom/Dad
Spend time with Favorite Relative
POSITIVE ATTENTION: Children, like all people, like to get attention from others. Providing lots of positive attention is a powerful way for parents to teach children how to behave and to let children know their parents enjoy good behavior. Praising children when they behave is also an important way to help children feel good about themselves.
By "catching children being good" and then using LABELED PRAISE {Billy, I like the way you _______(fill in blank by thoroughly describing the behavior that pleased you.)} parents provide instruction and guidance in a positive rather than negative way. This influences the child to work with, rather than against, the parent.
Also, children's self-esteem is largely determined by the feedback children receive from their parents. An emphasis on positive rather than negative feedback helps to build self-esteem.
TYPES OF POSITIVE ATTENTION: There are many ways for parents to praise and reward children for good behavior.
Praise, hugs, and smiles are the most important way. However, activities, snacks, money, and other items may be useful ways to motivate children to behave well.
Rewards should always, always, always be given with praise!!
Examples of Rewards Given Daily Examples of Rewards Given Weekly
TV Time Having a friend over
Stay up 15 min. later (re bedtime) Lunch at McDonalds
Playing Outdoors Special activity with Mom & Dad
Favorite Snacks
Game with Mom &/or Dad
USE PLAY TO ENHANCE POSITIVE ATTENTION: By sharing activities with children, parents can enhance communication. Activities should be child-directed rather than parent-directed. This involves parents commenting on the child's behavior in a positive or neutral way during play. Avoid instructions and criticisms while playing. Follow the child's lead in play. Most important - KEEP IT FUN!!!!
(taken from: Powerful Positive Attention - Louisiana State University)
There are many different ways to reinforce children's good behavior. Most of these ways fall into three categories: Social, activity, and product/tangible reinforcers.
Social Reinforcers: are words of praise and nonverbal affectionate behaviors you bestow upon your children. Social reinforcers are the MOST IMPORTANT!!!
Activity Reinforcers: are special events.
Product Reinforcers: are things you buy for your child, or give your child for demonstrating good behaviors. CAUTION: use very sparingly!!!!!
Below is a list of examples of each type of reinforcer.
Social Activity Product
Words spoken Story with Mom & Dad Ice Cream
Praise Watch TV Stickers
Hugs Go swimming Crayons/Markers
Smiles Have a friend over Playdough
High-fives Mystery envelope Blocks
Pats on the back Game with Mom & Dad
Winks of the eye Later Bedtime
Thumbs-up sign Trip to Park or Zoo
Bike Ride
Make Cookies with Mom/Dad
Spend time with Favorite Relative
POSITIVE ATTENTION: Children, like all people, like to get attention from others. Providing lots of positive attention is a powerful way for parents to teach children how to behave and to let children know their parents enjoy good behavior. Praising children when they behave is also an important way to help children feel good about themselves.
By "catching children being good" and then using LABELED PRAISE {Billy, I like the way you _______(fill in blank by thoroughly describing the behavior that pleased you.)} parents provide instruction and guidance in a positive rather than negative way. This influences the child to work with, rather than against, the parent.
Also, children's self-esteem is largely determined by the feedback children receive from their parents. An emphasis on positive rather than negative feedback helps to build self-esteem.
TYPES OF POSITIVE ATTENTION: There are many ways for parents to praise and reward children for good behavior.
Praise, hugs, and smiles are the most important way. However, activities, snacks, money, and other items may be useful ways to motivate children to behave well.
Rewards should always, always, always be given with praise!!
Examples of Rewards Given Daily Examples of Rewards Given Weekly
TV Time Having a friend over
Stay up 15 min. later (re bedtime) Lunch at McDonalds
Playing Outdoors Special activity with Mom & Dad
Favorite Snacks
Game with Mom &/or Dad
USE PLAY TO ENHANCE POSITIVE ATTENTION: By sharing activities with children, parents can enhance communication. Activities should be child-directed rather than parent-directed. This involves parents commenting on the child's behavior in a positive or neutral way during play. Avoid instructions and criticisms while playing. Follow the child's lead in play. Most important - KEEP IT FUN!!!!
Motor Development
Billman, J. & J. Sherman. (2003).
Observation and participation in early childhood setting: A practicum guide (2nd ed.). Boston: Allyn and Bacon. Preschool children are becoming better able to control their body movements as they develop their hand-eye coordination and large-muscle skills. Movement is necessary for learning basic motor skills and also affects cognitive and social-emotional development (Hester 1992). However, many preschoolers do not get the amount of exercise they need to keep them physically fit (Taras 1992).
A preschool curriculum must include physical activity and creative movement so young children can become more confident of what they can do with their bodies. A child of preschool age - from three to five - should be able to run with coordination, jump off the floor with both feet, and hop three to six times on one foot (most children cannot gallop or skip skillfully until they are six). Throwing is done with stationary feet and forearm extension. Three-year-olds turn their heads away when catching and/or use a basket catch involving the whole body. By age five, they are able to use their hands to catch a small object such as a ball or beanbag (Hendrick 1994).
Preschoolers are also increasing in strength and flexibility, and need exercise to help make these gains. They need objects to push and pull. They can use a variety of equipment for climbing, jumping, crawling through, crawling under or over, for swinging on, sliding down, or balancing on. They can ride all kinds of wheeled vehicles. They are finding out all the different ways their bodies can move and be in space. While they should be free to explore in an indoor gym or a well-equipped playground, they are also ready for short sessions playing a cooperative game or activity, following directions, or practicing an age-appropriate skill. These games and skills can be used again and again. They need practice to perfect their new abilities. They are also learning to work with others to achieve a goal. Games should emphasize cooperation, not competition.
Billman, J. & J. Sherman. (2003).
Observation and participation in early childhood setting: A practicum guide (2nd ed.). Boston: Allyn and Bacon. Preschool children are becoming better able to control their body movements as they develop their hand-eye coordination and large-muscle skills. Movement is necessary for learning basic motor skills and also affects cognitive and social-emotional development (Hester 1992). However, many preschoolers do not get the amount of exercise they need to keep them physically fit (Taras 1992).
A preschool curriculum must include physical activity and creative movement so young children can become more confident of what they can do with their bodies. A child of preschool age - from three to five - should be able to run with coordination, jump off the floor with both feet, and hop three to six times on one foot (most children cannot gallop or skip skillfully until they are six). Throwing is done with stationary feet and forearm extension. Three-year-olds turn their heads away when catching and/or use a basket catch involving the whole body. By age five, they are able to use their hands to catch a small object such as a ball or beanbag (Hendrick 1994).
Preschoolers are also increasing in strength and flexibility, and need exercise to help make these gains. They need objects to push and pull. They can use a variety of equipment for climbing, jumping, crawling through, crawling under or over, for swinging on, sliding down, or balancing on. They can ride all kinds of wheeled vehicles. They are finding out all the different ways their bodies can move and be in space. While they should be free to explore in an indoor gym or a well-equipped playground, they are also ready for short sessions playing a cooperative game or activity, following directions, or practicing an age-appropriate skill. These games and skills can be used again and again. They need practice to perfect their new abilities. They are also learning to work with others to achieve a goal. Games should emphasize cooperation, not competition.
Why Make the Literature/Math Connection?
Shatzer, Joyce. Picture Books Power: Connecting Children's Literature and Mathematics. The Reading Teacher. 61 (8), pp. 694-653. DIO:10.1598/RT.61.8.6.
U.S. teachers are now required to meet state standards in mathematics and English Language Arts. Many states use the standards created by national professional organizations to shape their own state standards (Columba, Kim, & Moe, 2005). Thus, the Standard for English Language Arts (International Reading Association & National Council of Teachers of English, 1996) and Principles and Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 2000), in concert with state standards, enable teachers to set appropriate goals and objectives for learning and to determine what has been accomplished. These standards encourage teachers to make interdisciplinary connections. For example, the Principles and Standards for School Mathematics (NCTM, 2000) recommend that students do more reading, writing, and discussing ideas and that children learn mathematical ideas in real-world contexts.
Children's literature can be the vehicle for providing a meaningful context for learning in mathematics as it helps learners value mathematics, encourages learners to be mathematical problem solvers, provides a meaningful context for children to communicate mathematically, supports learners in reasoning mathematically, and explores a variety of mathematical topics (Whitin & Wilde, 1992). Murphy (1999) suggested that picture books not only engage children and help them make mathematical connections but also provide visualizations of mathematical concepts in the illustrations. In a study linking children's literature with mathematics, Clarke (2002) reviewed teachers' summary comments and concluded that as a result children were better at explaining their reasoning and strategies, enjoyed mathematics more, showed greater overall persistence on difficult tasks, were thinking more about what they had learned, and experienced a level of success. Research also indicates that when children's literature and numeracy are connected in an interactive and meaningful way, students will understand the mathematics concepts readily and will sustain the knowledge (Raymond, 1995). Math scores have also been shown to increase when math strategies are combined with literature (Jennings, 1992).
Shatzer, Joyce. Picture Books Power: Connecting Children's Literature and Mathematics. The Reading Teacher. 61 (8), pp. 694-653. DIO:10.1598/RT.61.8.6.
U.S. teachers are now required to meet state standards in mathematics and English Language Arts. Many states use the standards created by national professional organizations to shape their own state standards (Columba, Kim, & Moe, 2005). Thus, the Standard for English Language Arts (International Reading Association & National Council of Teachers of English, 1996) and Principles and Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 2000), in concert with state standards, enable teachers to set appropriate goals and objectives for learning and to determine what has been accomplished. These standards encourage teachers to make interdisciplinary connections. For example, the Principles and Standards for School Mathematics (NCTM, 2000) recommend that students do more reading, writing, and discussing ideas and that children learn mathematical ideas in real-world contexts.
Children's literature can be the vehicle for providing a meaningful context for learning in mathematics as it helps learners value mathematics, encourages learners to be mathematical problem solvers, provides a meaningful context for children to communicate mathematically, supports learners in reasoning mathematically, and explores a variety of mathematical topics (Whitin & Wilde, 1992). Murphy (1999) suggested that picture books not only engage children and help them make mathematical connections but also provide visualizations of mathematical concepts in the illustrations. In a study linking children's literature with mathematics, Clarke (2002) reviewed teachers' summary comments and concluded that as a result children were better at explaining their reasoning and strategies, enjoyed mathematics more, showed greater overall persistence on difficult tasks, were thinking more about what they had learned, and experienced a level of success. Research also indicates that when children's literature and numeracy are connected in an interactive and meaningful way, students will understand the mathematics concepts readily and will sustain the knowledge (Raymond, 1995). Math scores have also been shown to increase when math strategies are combined with literature (Jennings, 1992).
How Can Parents Help Their Child?
• work with your child on recognizing letters of the alphabet, numbers and colors in the things that they see everyday • provide paper, pencils and crayons for your child to draw and write • ask your child to "read" a favorite book to you • read books that are interesting to your child daily • help your child learn to write his/her own first name • talk with your child and listen carefully to your child; this will encourage your child to talk and develop verbal skills • work with your child to understand why things are the same and different • help your child count objects while he/she is playing or helping with household chores • sing and play rhyming games; this will encourage language development • allow your child to perform tasks on his/her own, such as pouring juice or milk, buttoning and zipping his/her own clothes, toileting and washing hands, etc. • limit the amount of time your child watches television plays video games, uses the computer, etc. • help your child identify body parts • teach your child his/her full name, address and telephone/cell number • allow your child to play outside in the yard or a park where he/she can run, jump, hop, climb, throw and catch a ball Louisiana Board of Education. Louisiana's kindergarten readiness definition.
• work with your child on recognizing letters of the alphabet, numbers and colors in the things that they see everyday • provide paper, pencils and crayons for your child to draw and write • ask your child to "read" a favorite book to you • read books that are interesting to your child daily • help your child learn to write his/her own first name • talk with your child and listen carefully to your child; this will encourage your child to talk and develop verbal skills • work with your child to understand why things are the same and different • help your child count objects while he/she is playing or helping with household chores • sing and play rhyming games; this will encourage language development • allow your child to perform tasks on his/her own, such as pouring juice or milk, buttoning and zipping his/her own clothes, toileting and washing hands, etc. • limit the amount of time your child watches television plays video games, uses the computer, etc. • help your child identify body parts • teach your child his/her full name, address and telephone/cell number • allow your child to play outside in the yard or a park where he/she can run, jump, hop, climb, throw and catch a ball Louisiana Board of Education. Louisiana's kindergarten readiness definition.
Introduction to Science
"Every child should have: mud pies, grasshoppers, water bugs, tadpoles, frogs, mud turtles, elderberries, wild strawberries, acorns, chestnuts, trees to climb, animals to pet, hay fields, pine cones, rocks to roll, sand, huckleberries, and hornets. Any child who has been deprived of these has been deprived of the best part of his/her education." - Luther Burbank, cited in Pre-kindergarten Performance Standards, The New York City Department of Education, 2003, p. 41.
Science happens every day as children interact with the world around them. Four-year-olds are naturally inquisitive. It would not be unusual for an adult to hear a child ask, "Why is my ice cream dripping?" "Where did my shadow go? or "How come my eyes hurt when the sun is shining?" As the National Association for the Education of Young Children specifies in its accreditation criteria, a good pre-kindergarten program should provide children with both opportunities and materials to learn key scientific concepts and principles, including:
• The difference between living and nonliving things (e.g., plants versus rocks) and life cycles of various organisms (e.g., plants, butterflies, humans).
• Earth and sky (e.g., seasons; weather; geologic features; light and shadow; sun, moon, and stars).
• Structure and property of matter (e.g., characteristics that include concepts such as hard and soft, floating and sinking) and behavior of materials (e.g., transformation of liquids and solids by dissolving or melting).
NAEYC, "Standard 2: NAEYC Accreditation Criteria for Curriculum," NAEYC Web site, available at:http://www.naeyc.org/academy/standards/standards/standard2/standard2G.asp, accessed August 27, 2008)
"Every child should have: mud pies, grasshoppers, water bugs, tadpoles, frogs, mud turtles, elderberries, wild strawberries, acorns, chestnuts, trees to climb, animals to pet, hay fields, pine cones, rocks to roll, sand, huckleberries, and hornets. Any child who has been deprived of these has been deprived of the best part of his/her education." - Luther Burbank, cited in Pre-kindergarten Performance Standards, The New York City Department of Education, 2003, p. 41.
Science happens every day as children interact with the world around them. Four-year-olds are naturally inquisitive. It would not be unusual for an adult to hear a child ask, "Why is my ice cream dripping?" "Where did my shadow go? or "How come my eyes hurt when the sun is shining?" As the National Association for the Education of Young Children specifies in its accreditation criteria, a good pre-kindergarten program should provide children with both opportunities and materials to learn key scientific concepts and principles, including:
• The difference between living and nonliving things (e.g., plants versus rocks) and life cycles of various organisms (e.g., plants, butterflies, humans).
• Earth and sky (e.g., seasons; weather; geologic features; light and shadow; sun, moon, and stars).
• Structure and property of matter (e.g., characteristics that include concepts such as hard and soft, floating and sinking) and behavior of materials (e.g., transformation of liquids and solids by dissolving or melting).
NAEYC, "Standard 2: NAEYC Accreditation Criteria for Curriculum," NAEYC Web site, available at:http://www.naeyc.org/academy/standards/standards/standard2/standard2G.asp, accessed August 27, 2008)