Praise, motivation and the child:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
Routledge
2012
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | "Anyone who spends time with children knows that praise works. It is a powerful motivator - praising children for good behaviour or good work builds self- esteem and self-confidence. Children love to collect stickers, certificates and rewards - so what better way is there to shape behaviour, encourage good work habits and produce confident learners? Teachers and parents alike know that praise is effective - we use it every day and we see the positive effect that it has on our children. However, constructivist practitioners would argue that praise in any form creates hierarchies and competition in the classroom, has little effect on genuine learning and is invasively judgemental rather than supportive. Constructivists would further argue that self-esteem cannot be built by external agency - teachers and parents can only create an appropriate environment in which a robust sense of 'self' can grow and develop. This book challenges traditional, embedded thinking about the role of praise. It questions the assumptions we make about developing self-esteem, about the ability of children to form their own independent judgements and the choices that children make regardless, rather than because of, contingent praise. What happens when children are praised? Read this book, listen to what children really think and challenge your own assumptions. Features include:- - Case studies and children's work samples; - Points for reflection which could be used for CPD sessions; - Appendices containing behaviour policy samples; - Pupil, teacher and parental perspectives"-- Provided by publisher. |
| Beschreibung: | VIII, 153 S. graph. Darst. |
| ISBN: | 9780415681735 9780415681742 |
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| 245 | 1 | 0 | |a Praise, motivation and the child |c Gill Robins |
| 250 | |a 1. publ. | ||
| 264 | 1 | |a London [u.a.] |b Routledge |c 2012 | |
| 300 | |a VIII, 153 S. |b graph. Darst. | ||
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| 500 | |a "Anyone who spends time with children knows that praise works. It is a powerful motivator - praising children for good behaviour or good work builds self- esteem and self-confidence. Children love to collect stickers, certificates and rewards - so what better way is there to shape behaviour, encourage good work habits and produce confident learners? Teachers and parents alike know that praise is effective - we use it every day and we see the positive effect that it has on our children. However, constructivist practitioners would argue that praise in any form creates hierarchies and competition in the classroom, has little effect on genuine learning and is invasively judgemental rather than supportive. Constructivists would further argue that self-esteem cannot be built by external agency - teachers and parents can only create an appropriate environment in which a robust sense of 'self' can grow and develop. This book challenges traditional, embedded thinking about the role of praise. It questions the assumptions we make about developing self-esteem, about the ability of children to form their own independent judgements and the choices that children make regardless, rather than because of, contingent praise. What happens when children are praised? Read this book, listen to what children really think and challenge your own assumptions. Features include:- - Case studies and children's work samples; - Points for reflection which could be used for CPD sessions; - Appendices containing behaviour policy samples; - Pupil, teacher and parental perspectives"-- Provided by publisher. | ||
| 650 | 4 | |a Motivation in education | |
| 650 | 4 | |a Classroom environment | |
| 650 | 4 | |a Praise | |
| 650 | 4 | |a Self-esteem in children | |
| 650 | 7 | |a EDUCATION / General |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Educational Psychology |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Elementary |2 bisacsh | |
| 650 | 0 | 7 | |a Schüler |0 (DE-588)4053369-4 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Lernmotivation |0 (DE-588)4074164-3 |2 gnd |9 rswk-swf |
| 689 | 0 | 0 | |a Schüler |0 (DE-588)4053369-4 |D s |
| 689 | 0 | 1 | |a Lernmotivation |0 (DE-588)4074164-3 |D s |
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Datensatz im Suchindex
| _version_ | 1804149046098526208 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
LIST OF FIGURES AND TABLES ACKNOWLEDGEMENTS
INTRODUCTION
1 WHAT S WRONG WITH THESE PICTURES?
THREE CONTRASTING CLASSROOMS 3 JANE S CLASSROOM 3 MARCUS S CLASSROOM 5
SUE S CLASSROOM 7 BEHAVIOURIST AND CONSTRUCTIVIST PARADIGMS 10
POINTS FOR REFLECTION 11
2 THE EMERGENCE OF EDUCATIONAL THEORY
EARLY EDUCATIONAL PHILOSOPHERS 12 JOHN AMOS COMENIUS (1592-1670) 13 JOHN
LOCKE (1632-1704) 13 JEAN-JACQUES ROUSSEAU (1712-1778) 15
JOHANN HEINRICH PESTALOZZI (1746-1827) 16 FRIEDRICH FROEBEL (1782-1852)
17 POINTS FOR REFLECTION 18
3 BEHAVIOURISM - THE PERSPECTIVE
A REVIEW OF BEHAVIOURIST THEORY 19 IVAN PAVLOV (1849-1936) 19 JOHN B.
WATSON (1878-1958) 20 EDWARD LEE THORNDIKE (1874-1949) 21
B.P. SKINNER (1904-1990) 22 AN EVALUATION OF BEHAVIOURIST THEORY 24
POINTS FOR REFLECTION 25
IX X
1
3
12
19
IMAGE 2
VI
CONTENTS
4 BEHAVIOURISM CONTEXTUALISED - TRANSLATING THEORY INTO PRACTICE 26
TBE BEHAVIOURIST PARADIGM EVIDENCED IN NATIONAL POLICY 26 THE STEER
REPORT 26 CHARLIE TAY1OR S BEHAVIOUR CHECKLISTS 27 TBE BEHAVIOURIST
PARADIGM EVIDENCED IN SCHOOLPOLICY 27 TBE BEHAVIOURIST PARADIGM
EVIDENCED IN CLASSROOM PRACTICE 28
TBE BEHAVIOURIST PARADIGM EVIDENCED IN RESEARCH LITERATURE 31 TBE
BEHAVIOURIST PARADIGM EVALUATED 33 POINTS FOR REFLECTION 33
5 CONSTRUCTIVISM - THE PERSPECTIVE 35
A REVIEW OF CONSTRUCTIVIST THEORY 35 JOHN DEWEY (1859-1952) 35 JEAN
PIAGET (1896-1980) 36 LEV VYGOTSKY (1896-1934) 37
CARL ROGERS (1902-1987) 37 JEROME BRUNER (BO 1915) 38 AN EVALUATION OF
CONSTRUCTIVIST THEORY 39 POINTS FOR REFLECTION 39
6 CONSTRUCTIVISM CONTEXTUALISED - TRANSLATING THEORY INTO PRACTICE 41
TBE CONSTRUCTIVIST PARADIGM EVIDENCED IN NATIONAL POLICY 41 TBE
CONSTRUCTIVIST PARADIGM EVIDENCED IN SCHOOLPOLICY 42 TBE CONSTRUCTIVIST
PARADIGM EVIDENCED IN CLASSROOM PRACTICE 44 THE CONSTRUCTIVIST PARADIGM
EVIDENCED IN RESEARCH LITERATURE 45
TBE CONSTRUCTIVIST PARADIGM EVALUATED 46 POINTS FOR REFLECTION 47
7 PRAISE, MOTIVATION AND POSITIVE PSYCHOLOGY 49
TBE DEVELOPMENT OF SELF AND THE ROLE OF PRAISE IN MOTIVATION 49 HARRY
HARLOW (1905-1981) 49 EDWARD DECI AND RICHARD RYAN 50 ABRAHAM MAS10W
(1908-1970) 51
AOSONEILL (1883-1973) 53 CARO1 DWECK (BO 1946) 54 MIHA1Y
CSIKSZENTMIHA1YI (BO 1934) 56 DANIE1 PINK (BO 1964) 56 POINTS FOR
REFLECTION 57
8 PRAISE - HELP OR HARM? 58
SELIGMAN AND LEARNED HELPLESSNESS 59
IMAGE 3
SCHUNK AND ATTRIBUTION THEORY 59
DWECK AND SELF-THEORY 61 DECI AND RYAN AND A CONTINUUM OF MOTIVATION 62
FRYER AND JINANCIAL REWARDS 63 KIPP SCHOOLS)DUCKWORTH AND THE GRIT SCALE
64 KOHN AND THE PURPOSE OF PRAISE 65
DOPAMINE AND THE BRAIN)S REWARD CENTRE 68 CHEATING 69 DOES PRAISE HELP
OR HARM? 69 POINTS FOR REJLECTION 70
9 PRAISE - WHAT DO YOUNG CHILDREN THINK?
PRAISE AND AGE-RELATED SELF-PERCEPTION 71 PRAISE POSTERS AND PUBLIC
PRAISE 74 POINTS FOR REJLECTION 80
10 PRAISE - DISCERNING INTENTION AND DEFINING VALUE
REWARD HIERARCHIES 82 CONTINGENT PRAISE 86 STUDENTS) PERCEPTIONS OFTHE
REASONS FOR PRAISE 87 EFFORT 87
CONCENTRATION 87 ENCOURAGEMENT 88 BUILDING CONFIDENCE 88 FEEDBACK 88
CHALLENGE 89 LEARNING BEHAVIOUR 91 MOTIVATION 91 SELF-EVALUATION 92
SELF-ESTEEM 93 USING SOCIAL NETWORKING SITES TO PRAISE CHILDREN 96 THE
VIEWS OF TEACHERS 96 POINTS FOR REJLECTION 98
11 PRAISE - PRIVACY AND PREFERENCE
STUDENTS) VIEWS AND PREFERENCES 99 GOLD BOOK 99 GOOD NEWS NOTES 100
FEEDBACK MARKING 101
CERTIFICATES 102 PROUD BOOK 103 MERITS 103
CONTENTS VII
71
82
99
IMAGE 4
VIII
CONTENTS
HOW PRAISE IS VALUED 104 PRIVATE VERSUS PUBLIC PRAISE 106 POINTS FOR
REFLECTION 106
12 PRAISE AND MOTIVATION IN A CULTURAL CONTEXT 107
AMY CHUA 107 CROSS-CULTURAL STUDIES 108 INTERNATIONAL DIFFERENCES IN
SOCIO-CULTURAL EXPECTATIONS 110 IMPLICATIONS FOR THE FUTURE 110
POINTS FOR REFLECTION 112
13 CREATING A CULTURE OF COMPLIANCE 113
LACK - A CASE STUDY 113 CONTROLLING TEACHERS 118 PUBLIC POLICY AND
HIGH-STAKES TESTING 119 POINTS FOR REFLECTION 122
14 CREATING RESOLUTE AND RESILIENT LEARNERS 123
MASTERY 123 INTEREST 124 SELF-EFFICACY 125
PAIDEIA 126 MERCER AND EXPLORATORY TALK) 126 QUEST TO LEARN 127 SOCIAL
MEDIA AND LEARNING 128
POINTS FOR REFLECTION 131
15 PROTOCOL AND PEDAGOGY 132
PINK: THE 3.0 MOTIVATION UPGRADE 132 REFLECTION ON PERSONAL PEDAGOGY 134
POINTS FOR REFLECTION 136
APPENDICES 137
BIBLIOGRAPHY 144
INDEX 151
|
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| classification_rvk | CP 5300 CX 3000 DO 8000 |
| ctrlnum | (OCoLC)796201430 (DE-599)BVBBV040097228 |
| dewey-full | 370.15/4 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
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| dewey-search | 370.15/4 |
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| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| edition | 1. publ. |
| format | Book |
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| indexdate | 2024-07-10T00:16:48Z |
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| language | English |
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| physical | VIII, 153 S. graph. Darst. |
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| spelling | Robins, Gill Verfasser aut Praise, motivation and the child Gill Robins 1. publ. London [u.a.] Routledge 2012 VIII, 153 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier "Anyone who spends time with children knows that praise works. It is a powerful motivator - praising children for good behaviour or good work builds self- esteem and self-confidence. Children love to collect stickers, certificates and rewards - so what better way is there to shape behaviour, encourage good work habits and produce confident learners? Teachers and parents alike know that praise is effective - we use it every day and we see the positive effect that it has on our children. However, constructivist practitioners would argue that praise in any form creates hierarchies and competition in the classroom, has little effect on genuine learning and is invasively judgemental rather than supportive. Constructivists would further argue that self-esteem cannot be built by external agency - teachers and parents can only create an appropriate environment in which a robust sense of 'self' can grow and develop. This book challenges traditional, embedded thinking about the role of praise. It questions the assumptions we make about developing self-esteem, about the ability of children to form their own independent judgements and the choices that children make regardless, rather than because of, contingent praise. What happens when children are praised? Read this book, listen to what children really think and challenge your own assumptions. Features include:- - Case studies and children's work samples; - Points for reflection which could be used for CPD sessions; - Appendices containing behaviour policy samples; - Pupil, teacher and parental perspectives"-- Provided by publisher. Motivation in education Classroom environment Praise Self-esteem in children EDUCATION / General bisacsh EDUCATION / Educational Psychology bisacsh EDUCATION / Elementary bisacsh Schüler (DE-588)4053369-4 gnd rswk-swf Lernmotivation (DE-588)4074164-3 gnd rswk-swf Schüler (DE-588)4053369-4 s Lernmotivation (DE-588)4074164-3 s DE-604 Erscheint auch als Online-Ausgabe 978-0-203-11768-2 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024953875&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Robins, Gill Praise, motivation and the child Motivation in education Classroom environment Praise Self-esteem in children EDUCATION / General bisacsh EDUCATION / Educational Psychology bisacsh EDUCATION / Elementary bisacsh Schüler (DE-588)4053369-4 gnd Lernmotivation (DE-588)4074164-3 gnd |
| subject_GND | (DE-588)4053369-4 (DE-588)4074164-3 |
| title | Praise, motivation and the child |
| title_auth | Praise, motivation and the child |
| title_exact_search | Praise, motivation and the child |
| title_full | Praise, motivation and the child Gill Robins |
| title_fullStr | Praise, motivation and the child Gill Robins |
| title_full_unstemmed | Praise, motivation and the child Gill Robins |
| title_short | Praise, motivation and the child |
| title_sort | praise motivation and the child |
| topic | Motivation in education Classroom environment Praise Self-esteem in children EDUCATION / General bisacsh EDUCATION / Educational Psychology bisacsh EDUCATION / Elementary bisacsh Schüler (DE-588)4053369-4 gnd Lernmotivation (DE-588)4074164-3 gnd |
| topic_facet | Motivation in education Classroom environment Praise Self-esteem in children EDUCATION / General EDUCATION / Educational Psychology EDUCATION / Elementary Schüler Lernmotivation |
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