Imagine That You Are A Preschool Teacher Describe A Situatio ✓ Solved

Imagine That You Are A Preschool Teacher Describe A Situation In Whic

Imagine that you are a preschool teacher. Describe a situation in which you would use an extrinsic reward to motivate a preschooler. Discuss how these motivators could result in learned helplessness. Now, give examples and explain how you can lead the same child to achieve intrinsic motivation by becoming his or her own locus of control. Keep in mind that your end goal is for the child to be intrinsically motivated so that he or she has ownership of the behavior. Guided Response: Your initial post should be at least 250 words in length. Respond to at least two of your classmates by Day 7, and share an additional intrinsic motivator to the situation your classmates suggested. Explain why you think your motivator would work as well.

Paper For Above Instructions

As a preschool teacher, I often encounter situations where young learners require motivation to engage in specific activities. Consider a scenario where a child named Sam struggles with sharing toys during playtime. To encourage Sam to share, I decide to implement an extrinsic reward system. For each successful instance of sharing his toys with peers, Sam receives a sticker. This approach provides immediate, tangible reinforcement that highlights desirable behavior (Deci & Ryan, 2000). Sam quickly becomes eager to earn stickers, which initially seems beneficial for fostering social interactions.

However, utilizing extrinsic rewards can inadvertently lead to learned helplessness. When children depend on tangible rewards for motivation, they may become less willing to engage in activities absent of these rewards, undermining their intrinsic motivation (Lepper et al., 1973). Sam might start to associate sharing not as a rewarding social activity, but rather as a route to earn stickers. If, at any point, the external rewards cease, Sam may no longer feel inclined to share, believing he cannot find joy in the activity itself. This reliance on external validation can create a dependence that ultimately demotivates him when rewards are removed.

To transition Sam towards intrinsic motivation and empower him to become his own locus of control, I would adopt a different approach over time. Instead of exclusively relying on stickers, I could engage Sam in conversations about feelings and the importance of sharing. I might say, “How do you feel when you share your toys? Look how happy your friends are!” This approach encourages him to reflect on the emotional rewards of sharing, reinforcing the idea that his actions have a positive impact on his peers (Ryan & Deci, 2000). By framing sharing in a way that emphasizes cooperation, Sam could begin to associate personal satisfaction and social connection with the act of sharing.

Moreover, I can invite Sam to express his own thoughts on what makes him happy during playtime. Encouraging him to sit down with a peer and articulate why sharing can be fun or motivating can help to solidify the intrinsic value of the behavior. By making Sam an active participant in his learning, he develops ownership over his actions and begins to understand that sharing can bring value beyond external rewards—integrating the intrinsic rewards that come from social interaction and empathy.

An additional intrinsic motivator might be to create a “sharing circle” where children take turns sharing their favorite stories about toys. This activity not only reinforces the concept of sharing but allows children to engage in storytelling, which can be intrinsically rewarding. Engaging in dialogue allows peers to relate and build bonds, creating a supportive environment where the intrinsic joy of sharing is cultivated (Vygotsky, 1978).

In conclusion, while extrinsic rewards can provide initial motivation, it is crucial for educators to facilitate a pathway toward intrinsic motivation. Through conversation, reflection, and peer engagement, we can help preschoolers like Sam find satisfaction and joy in their behaviors, establishing them as autonomous learners who are motivated by internal desires rather than external pressures.

References

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