The article has the main idea based on teaching young learners in early childhood education. The critical concern here is approaching the children in school-based activities in class, which includes giving credit where it deserves by improving a child’s potential in their classwork (Randy and Driscoll 54). Encouragement involves assisting learners to enhance their abilities in learning without embarrassing them or making them feel less fortunate academically. The article’s plan is more of when and how children should be praised and encouraged.
Description of the Article with Examples
Early childhood educators use praise language while in school due to various reasons. First, praising young learners helps them feel positive about themselves. In this case, a child will be focused on producing more academically since they have sufficient self-esteem from their teacher’s reaction to class activities (Randy and Driscoll 55). Second, praising a child in early education helps promote the learner’s behavior appropriately. A child grows while knowing the metrics of reading and writing and how each should be tackled in regards to other school activities. This helps them develop a diverse cognition that is notably vital for them (Randy and Driscoll 55). Lastly, praise language boosts learning as a child will be interested in exploring more academic matters due to applied teaching.
There are several ways a teacher can praise a child and make them feel appreciated in whatever they do. For example, if a pupil accurately counts numbers from a given range without hesitating, a teacher will respond by saying, ‘congratulations for the excellent work.’ In this case, a child will feel valued and on the right path compared to a situation whereby a teacher gives more work without praising the learner for the achievement so far. Encouragement involves instilling values that help a child not feel wrong after failing a given task (Randy and Driscoll 58). For example, a child can be told to match items on a given table. It is normal for some children to wrongly match the given items due to the capacity of mind and the level of understanding speed. In this case, a teacher should say, ‘that is nice, you almost got it right, and that is amazing to have tried to get it right, let us clap for them.’ Here, the leaner’s confidence will be boosted, and they can have the charisma to work collaboratively with teachers and other learners.
Responding to a Child Looking for a Feedback
Assuming that a child has brought their homework in the morning after assembly, appropriate feedback is given if the subject is art patterns. ‘Hi Milly, you did this by yourself? It shows you invested time to think about where to place these colors and lines. This shape fits here more than the other point you had placed it. I can see you completed everything, and you did not leave a gap. That is a recommendable job, and I would like to give you some more so that you may work smarter like the way you did on this task.’
Encouraging is better than praise, depending on the ground of classwork. For example, it was necessary to start by showing the strengths Milly before revealing they had missed the point. At the end of the teacher’s comment, it promotes the learner’s behavior in the next homework. Therefore, teachers should be calculative when praising and encouraging learners in early childhood education. Thus, it is an easy way to leverage classwork for all learners without disappointing any of them.
Hitz, Randy, and Amy Driscoll. “Praise or Encouragement? New Insights into Praise: Implications for Early Childhood Teachers.” Young Children vol 2, no. 1, 1988.