The Resource Praise, Motivation, and the Child

Praise, Motivation, and the Child

Label
Praise, Motivation, and the Child
Title
Praise, Motivation, and the Child
Creator
Subject
Language
eng
Summary
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
Cataloging source
EBLCP
Dewey number
372.11024
Index
no index present
LC call number
LB1065
Literary form
non fiction
Nature of contents
dictionaries
Label
Praise, Motivation, and the Child
Publication
Note
Using social networking sites to praise children
http://library.link/vocab/branchCode
  • net
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Cover; Title; Copyright; Contents; List of Figures and tables; Acknowledgements; Introduction; 1 What's wrong with these pictures?; Three contrasting classrooms; Jane's classroom; Marcus's classroom; Sue's classroom; Behaviourist and constructivist paradigms; Points for reflection; 2 The emergence of educational theory; Early educational philosophers; John Amos Comenius (1592-1670); John Locke (1632-1704); Jean-Jacques Rousseau (1712-1778); Johann Heinrich Pestalozzi (1746-1827); Friedrich Froebel (1782-1852); Points for reflection; 3 Behaviourism -- the perspective
  • A review of behaviourist theoryIvan Pavlov (1849-1936); John B. Watson (1878-1958); Edward Lee Thorndike (1874-1949); B.F. Skinner (1904-1990); An evaluation of behaviourist theory; Points for reflection; 4 Behaviourism contextualised -- translating theory into practice; The behaviourist paradigm evidenced in national policy; The Steer Report; Charlie Taylor's behaviour checklists; The behaviourist paradigm evidenced in school policy; The behaviourist paradigm evidenced in classroom practice; The behaviourist paradigm evidenced in research literature; The behaviourist paradigm evaluated
  • KIPP schools, Duckworth and the Grit ScaleKohn and the purpose of praise; Dopamine and the brain's reward centre; Cheating; Does praise help or harm?; Points for reflection; 9 Praise -- what do young children think?; Praise and age-related self-perception; Praise Posters and public praise; Points for reflection; 10 Praise -- discerning intention and defining value; Reward hierarchies; Contingent praise; Students' perceptions of the reasons for praise; Effort; Concentration; Encouragement; Building confidence; Feedback; Challenge; Learning behaviour; Motivation; Self-evaluation; Self-esteem
  • Points for reflection5 Constructivism -- the perspective; A review of constructivist theory; John Dewey (1859-1952); Jean Piaget (1896-1980); Lev Vygotsky (1896-1934); Carl Rogers (1902-1987); Jerome Bruner (b. 1915); An evaluation of constructivist theory; Points for reflection; 6 Constructivism contextualised -- translating theory into practice; The constructivist paradigm evidenced in national policy; The constructivist paradigm evidenced in school policy; The constructivist paradigm evidenced in classroom practice; The constructivist paradigm evidenced in research literature
  • The constructivist paradigm evaluatedPoints for reflection; 7 Praise, motivation and positive psychology; The development of self and the role of praise in motivation; Harry Harlow (1905-1981); Edward Deci and Richard Ryan; Abraham Maslow (1908-1970); A.S. Neill (1883-1973); Carol Dweck (b. 1946); Mihaly Csikszentmihalyi (b. 1934); Daniel Pink (b. 1964); Points for reflection; 8 Praise -- help or harm?; Seligman and learned helplessness; Schunk and attribution theory; Dweck and self-theory; Deci and Ryan and a continuum of motivation; Fryer and financial rewards
Control code
ocn804661710
Dimensions
unknown
Extent
1 online resource (169 pages)
Form of item
online
Isbn
9781136305221
Media category
computer
Media MARC source
rdamedia
Media type code
c
http://library.link/vocab/recordID
.b3536435x
Specific material designation
remote
System control number
  • (OCoLC)804661710
  • pebco113630522X

Library Locations

    • Deakin University Library - Geelong Waurn Ponds CampusBorrow it
      75 Pigdons Road, Waurn Ponds, Victoria, 3216, AU
      -38.195656 144.304955
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