A Phenomenological Investigation of Rewards in Kindergarten Education: Insights from Parents and Teachers
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2025, Vol 31, Issue 5
Abstract
This study explores parents' and teachers' perspectives and insights as to the role of rewards in developing kindergarten education. The study also investigates the influence of a reward system in developing children's behavior in school and home setups. The study participants were eight (8) parents and seven (7) teachers. A total of 15 participants participated in this study. This study used a purposive sampling technique and semi-structured interview guide questions as the instrument. The findings revealed that tangible rewards (e.g., toys, snacks, certificates) or intangible (e.g., verbal praise, claps, smiles) significantly enhance classroom participation and foster positive behaviors. Teachers observed that rewards motivate learners to actively engage in classroom activities, promote good behavior, and boost academic performance. Parents similarly noted that reward systems encourage children's compliance with tasks at home, improve family relationships, and elevate children's self-esteem. Despite the positive outcomes, the study also identifies limitations, such as the potential short-term nature of behavioral changes and reliance on external validation. These findings underscore the need for a balanced approach to using rewards, integrating intrinsic motivators like curiosity and self-discipline. The study concludes that effective collaboration between parents and teachers is essential for consistent behavioral reinforcement, ensuring that reward systems contribute to holistic growth in children. While rewards are powerful tools for shaping behavior and enhancing engagement, their thoughtful application is critical to support long-term development and intrinsic motivation in early childhood education.
Authors and Affiliations
Analyn Sombero
Keywords
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- EP ID EP765762
- DOI 10.5281/zenodo.14772793
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