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Ensure that affection and physical comfort are never withdrawn from a child because of the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.
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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?
