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Problematising behaviour management systems:
Reward charts, certificates and children’s self-perception
Introduction
The article explores young children’s understanding of behaviour management systems used within their reception year. The following discussion is based upon the reflections of 4-year-old children gathered from a recent joint research project carried out by Wolverhampton and Trinity Saint David Universities. The children identified strong feelings when sharing their experiences of these systems. An important aspect that arose from this joint conversation with the children is how behaviour management systems used might affect children’s own sense of self. Further and more concerning was how they are then perceived by peers. Therefore, the following narrative challenges whether the continuation of behaviour management systems such as certificates and rewards have a place within early childhood education.
Background and context of the research project
“What I really think about sitting straight, golden time and reward charts”: Gathering 4-year-olds views on behaviourist pedagogy in reception.
The research sought to understand the views of young children upon the behaviourist strategies used within education, specifically reception year. The research team recognised young children as ‘experts in their own lives’ (Langsted, p.35) and therefore, the mosaic, multi-method, polyvocal approach was deemed the most suitable and appropriate way to enable young children to demonstrate their understanding and view of the world in which they reside (Moss, 2017). Young children now find themselves subjected to an educational environment that is fixated upon achieving outcomes (Clark,2017) with little regard for individualism, creativity and the importance of play and movement (White,2015). Therefore, the research team sought to understand how the child feels, or as Clark (2017, P.10) explains ‘what it is like for young children to be in this place’? It was intended that the research findings would enable a greater understanding of the effectiveness of behaviourist approaches and identify any indicators of detrimental or positive consequences upon behaviour or the self-identity of reception children. The research has indeed raised concerns about the detrimental consequences of how children perceive others and the possible implications of this on two levels: The impact of such continued practices upon children’s sense of self and the appropriateness of such practices within education.
Children’s views, feelings, and opinions
The children voiced very strong opinions when reflecting upon both their drawings and the pictures they took in relation to the use of behaviour management systems such as rewards in the form of certificates and smelly stickers. (I should explain that smelly stickers come from the head teacher and are highly prized items). During our joint conversations, the children became the most animated when sharing their ideas and opinions upon aspects within their daily routines which they did not like.
Certificates and stickers
The following extracts are what the children thought about certificates and stickers. A theme that can be identified within the responses is a strong link to emotional feelings where a level of anxiety is felt and thus perceptions of self are reinforced through teacher/practitioner controlled reward-based systems (Kowalski & Froiland, 2020).
“I didn’t have stickers”. “I feel sad when I don’t have one”.
“If you behave, only if you behaved, you get, I chose a purple smelly sticker”.
“Good, she gives us certificates and when we are really, really good at drawing, like when I did my ambulance they takes us down to show miss. She thinks, if me, if she is going to give us a sticker, smelly sticker. I feel happy, it’s better than the marbles”.
“Every time we make a lovely picture and then we do, and then we make it and then she gives us a sticker”.
“I had one ages ago, I felt good”.
“I feel sad when I don’t have one”.
Golden time wall chart
The use of a specific wall chart highlighted the careful consideration of such methods and that the detrimental consequences that arose from its use could have a significant impact upon perception of self and the perception of peers. What the children discussed surprised the researchers and the teachers, and led to further critical reflection upon the use of such behaviour management approaches. Through critical reflection of what children were saying further investigation is required to ascertain the impact of behaviour management systems such as the wall chart to reward ‘golden time’ and children’s own sense of self. Additionally it is important to consider how such approaches may support the formulation of social development traits such as anxiety (Labillois & Lagace-Seguin, 2009), and a depreciating sense of self.
The below extract was a conversation had by 3 reception children about the wall chart on their classroom wall. During this conversation I was taken up to the chart and shown it.
“At the top the sunny one, at the bottom at the really bottom – he is nearly there, he has one more to go, he is really, really, naughty. All the pegs start at the sun then you move downer and downer to the bottom. If you be naughty and do bad stuff”.
“If we get our peg all the way down we miss bike time”.
“You don’t get to do anything you sit on a chair watching”.
“No, No, you have to sit on the mat”.
“Thunderstorm you sit with the headteacher”.
The blue mat
I am sure you will all be familiar with the carpet where all children congregate first thing in the morning, for snack, and during the afternoon. However, what quickly became apparent was the consistent level of dislike for this area across all three participating schools. The children clearly expressed their dislike for practises such as ‘sitting straight’ and ‘criss-cross apple sauce’ (a specific way in which young children are expected to sit whilst on the carpet).
Indeed, what the children repeatedly said was that far too much time was wasted waiting for others to be quiet, to be given instructions, to be moved along to the next tasks. What they questioned was why they had to be quiet, they had things to say and share, how boring it is to continuously have to be quiet and still and forever waiting (Vandenbroeck, 2017). How might a reception classroom look if children were allowed to share their innovative ideas, would this lead to transformative education as discussed by Friere (1970)?. What might happen if children sat on chairs, or the teacher sat upon the floor with them, how might this address the imbalance of power and would this alter the dynamics of the educational relationship?
Some of the children’s comments on this topic included:
Criss cross apple sauce, too long, I would like to sit on a chair”.
“I don’t like sitting on the blue mat it’s boring”. When Miss…Is talking we want to talk as well”.
“We are supposed to do this – (child gives me a fabulous example of how you are supposed to sit on the blue mat) “When Miss…says criss-cross apple sauce”.
“No, I don’t like sitting on the mat its boring, when I do the register, I just do ah”.
“When I am bored, I just put my leg straight and cross my arms”.
“I don’t like sitting criss-cross apple sauce it hurts. I would like to sit on a sofa”.
Key takeaways
- There is a link between reward-based pedagogy and children’s emotional wellbeing.
- There are possible detrimental effects upon how peers are perceived and then labelled
- Children have things to say and want to share these
- Children experience boredom due to behaviour management systems
Critical considerations
- Reflect upon the behaviour management systems utilised within your settings. How do you now feel about these, would you consider reviewing their use
- What suggestions could you make to ensure all children felt valued when reviewing the use of certificates and stickers, or other rewards?
- What might happen if children sat on chairs, or the teacher sat upon the floor with them, how might this address the imbalance of power and would this alter the dynamics of the educational relationship?
Explainer:
- Transformative education– empowering children to have voice, to be able to challenge and question, thus leading to positive changes.
References
Clark, A., 2017. Listening to Young Children: A guide to understanding and using the mosaic approach. 3rd edn. London: Jessica Kinsley Publishers.
Clark, A., and Moss, P., 2011. Listening to young children: The mosaic approach (Second edition.). London: National Children’s Bureau.
Langsted, O., 1994. ‘Looking at Quality from the Child’s Perspective’, in Moss, P. & Pence, A. (eds.) Valuing Quality in Early Childhood Services: New Approaches to Defining Quality. London: Paul Chapman Publishing.
Moss, P., 2017. ‘Foreword’, in Clark, A. Listening to Young Children: A guide to understanding and using the mosaic approach. 3rd edn. London: Jessica Kinsley Publishers.
Freire, P., 1970. Cultural action for freedom (pp. 476-521). Harvard educational review.
Kowalski, M., & Froiland, J. 2020. ‘Parent perceptions of elementary classroom management systems and their children’s motivational and emotional responses’, Social Psychology of Education, 23, 433–448. https://doi.org/10.1007/s11218-020-09543-5
LaBillois, J.M. & Lagacé‐Séguin, D.G., 2009. ‘Does a good fit matter? Exploring teaching styles, emotion regulation, and child anxiety in the classroom’, Early Child Development and Care, 179:3, 303-315, DOI: 10.1080/03004430601078636
White, J., 2015. Every child a mover: A practical guide to providing young children with the physical opportunities they need. London: Early Education.
About the author
This article and episode is sponsored by
This episode is sponsored by ‘My Mood Stars’. My Mood Stars are resources that have been created to support emotional development; with the aim of encouraging children to talk about their feelings and emotions. To find out more about My Mood Stars visit: https://www.wendywoo.uk/mymoodstars/
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