| Abstrakt: |
The use of reinforcement is widely researched and has been demonstrated as an effective method to increase desired, appropriate behavior and to decrease problematic behavior at both the individual and group level. This study aimed to identify what types of reinforcement Jordanian preschool teachers employ in the classroom and if they perceive their students as benefiting from reinforcement. A total of one hundred seventy-eight (178) teachers participated in the study. An open-ended questionnaire was used to collect data from preschool teachers. The data were then translated from Arabic to English. Four main categories were identified from the data analysis process: verbal, tangible, social and activity reinforcement. Analyses revealed that teachers emphasized verbal reinforcement the most, favoring general over specific praise, followed by tangible, social and activity reinforcement as the least. Moreover, teachers reported twenty-three (23) benefits of using reinforcement with children at this age, which were grouped into six main themes: behavioral specific, internal specific, social specific, learning specific, perceived child preference, and general. Teachers reported that reinforcement directly and positively affect children. Recommendations for teachers are also presented. [ABSTRACT FROM AUTHOR] |
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