Describe why this is an inappropriate use of tangible rewards Social Rewards

Describe why this is an inappropriate use of tangible

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Describe why this is an inappropriate use of tangible rewards. Social Rewards Social rewards are only developmentally appropriate and effective if used in a certain way. The following points are guidelines that may help Educators to effectively and positively use social rewards. Ensure that affection and physical comfort are never withdrawn from a child because of the child’s behaviour. Refer back to chapter one where development of self esteem was discussed. Ensure that social rewards are connected clearly to the behaviour. Identify the behaviour for the child so they know exactly which behaviour is being rewarded. Ensure social rewards are not exaggerated, for example, fantastic, stupendous, and excellent, you put the blocks away. A simple “you tidied the blocks away when you were asked, thankyou very much” informs and acknowledges to the child that the behaviour was desirable and appreciated. © ACCCO 2016 CHCECE007 Learning Guide v 1.2 52
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Ensure that social rewards are never used as bribe!!! A reward should be fair and fitting to the behaviour and is given after an expectation is met. A bribe is something you promise a child before they complete the behaviour. For example, if you tidy the blocks away, I will give you a cuddle. Positive reinforcement helps children develop a positive self concept. Encouragement is the best kind of social reward. Educators who show an encouraging attitude towards the children they work with will foster in children the feeling that they are worthwhile, secure and capable. A positive environment is paramount as children develop feelings of self, of self respect and self confidence. In the last chapter, we discussed the importance of recognising the difference between encouragement and praise. The following table should assist further: Encouragement Praise Recognises the act Recognises the person Stimulates the individual to effort Rewards the individual Fastens one’s attention on one’s ability to cope/help others Fastens one’s attention on oneself Given when a person is failing , giving up, becoming discouraged Given when a person has succeeded or completed a task or activity. Given before an activity (to encourage an attempt), during and afterwards Given after activity is finished Value of person remains constant (I’m ok, I do ok, I’m good enough as I am, I’m important) Person keeps or builds self respect. If seen as a reward, praise may alter person’s view of his/her own value. (If I am praised, I have value. If I am not praised, I have less or no value, I am worthless). Stresses that person is part of a group Stresses individuality of person or status in comparison to others When used appropriately, always adds to a situation. Can be dangerous when used as a means of encouragement – may detract from a situation Stresses real goal to person: What can I do to help meet the needs of the situation?
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