Positive reinforcement as an effective approach to instilling self-discipline in children

Disciplining children is a challenging task for parents, educators, and caregivers. In recent years, the traditional methods of punishment and coercion have given way to more constructive approaches, many of which emphasise the use of positive reinforcement.

Positive reinforcement is a discipline technique that focuses on encouraging good behaviour by rewarding it. So, while punishment focuses on the removal of bad behaviours, positive reinforcement emphasises the need to encourage and reinforce good behaviours to promote good discipline in children. The need for positive reinforcement is especially apparent in classroom settings where the dominant method of punishment has largely failed to work for children (Kelly & Pohl, 2018; Maag, 2001).

What is positive reinforcement?

Positive reinforcement is rooted in the principles of behavioural psychology, especially the theory of operant conditioning put forward by B.F. Skinner (Diedrich, 2010). It involves rewarding desirable behaviour to increase the likelihood of its recurrence. This technique capitalises on the idea that humans, including children, are more likely to repeat actions that result in positive outcomes. Instead of focusing on punishing undesirable behaviour, positive reinforcement redirects attention to fostering and encouraging positive actions. Rewards for good behaviour can include positive attention, praise, a smile or acknowledgement, or gifts and material rewards (Sumiati, Septiani, Widodo & Caturiasari, 2019).

Effectiveness of positive reinforcement

Positive reinforcement is an effective technique for resolving behavioural or disciplinary issues in children both in the home and in school or classroom settings. Psychological research has found that parents, teachers and caregivers generally find positive reinforcement to be a more acceptable form of discipline than the traditional punishment approach (Kelley, Grace & Elliott, 1990). Positive reinforcement is effective in promoting good behaviours as well as removing bad behaviours. This can be achieved, for example, by removing or directing attention toward your child. Attention can be given to good behaviours, thereby promoting them, or withdrawn when a child misbehaves, decreasing the likelihood of that behaviour occurring in the future (Watling & Schwartz, 2004). Here are three ways that positive reinforcement is effective:

1. It encourages positive behaviour: One of the most significant benefits of positive reinforcement is that it encourages children to engage in positive behaviour (Kelly & Pohl, 2018). When children receive praise or rewards for good conduct, they are more likely to repeat those behaviours. This approach creates a cycle of positive behaviour, as children learn that their actions have a direct impact on the rewards they receive.

2. It fosters a positive relationship: Positive reinforcement strengthens the parent-child or teacher-child relationship by emphasizing communication, trust, and collaboration (Kelly & Pohl, 2018). Rather than creating an adversarial dynamic through punishment, this approach allows for open dialogue and mutual understanding.

3. It teaches responsibility and accountability: Positive reinforcement can also be used to teach responsibility and accountability, and that children have a choice in how they behave and what they receive (Kelly & Pohl, 2018). When children understand that their positive actions are rewarded, they begin to connect their behaviours with the consequences of their choices (Kelly & Pohl, 2018). This connection helps them develop a sense of accountability and responsibility for their actions, preparing them for life's challenges.

Successfully implementing positive reinforcement

The successful use of positive reinforcement is dependent on a number of factors. Importantly, it needs to be consistently and frequently implemented. Here are a few requirements for effective positive reinforcement:

Specific and timely: When implementing positive reinforcement, it is crucial to be specific about the behaviour being rewarded (McDaniel, 1987). Praise or reward should be immediate and tied directly to the behaviour (Ackerman, 2010; McDaniel, 1987). For example, instead of saying, "Good job," you could say, "You did an excellent job cleaning your room today."

Variety of rewards: Different children are motivated by different rewards. Some may be motivated by verbal praise, while others may prefer small gifts, privileges, or extra playtime. By understanding what motivates your child, you can tailor the rewards to suit their preferences (McDaniel, 1987).

Consistency: Consistency is vital in the effective use of positive reinforcement (Ackerman, 2011). Parents and caregivers should consistently reward positive behaviour while avoiding reinforcement of negative behaviour. Inconsistency can lead to confusion and may undermine the effectiveness of this technique.

Think small: Try to deal with target or challenging behaviours one at a time. Even if there are a number of ways children are misbehaving, set small goals and reward small instances of good behaviour until the larger bad behaviours are eradicated (Kelly & Pohl, 2018; Maag, 2001).

Practical ways to implement positive reinforcement

Positive reinforcement is a powerful tool for motivating and shaping behaviour both at home and in the classroom. Here are seven practical ways to use positive reinforcement in these settings:

1. Verbal praise: In both the home and classroom, verbally acknowledge and praise good behaviour. Simple words of encouragement can go a long way in reinforcing positive behaviour.

2. Model behaviour: Demonstrate to children how you want them to behave. It will be easier for children to behave appropriately when they have been shown what is expected of them (McDaniel, 1987).

3. Sticker charts: Create sticker charts for tasks or behaviours you want to encourage. For every completed task or instance of good behaviour, add a sticker to the chart. Once a certain number of stickers is achieved, offer a reward.

4. Token systems: Implement a token system where individuals earn tokens or points for desired behaviours. These tokens can be exchanged for privileges or rewards, such as extra playtime or a special treat.

5. Positive notes or certificates: If you’re an educator, send home positive notes or certificates to parents to celebrate a student's achievements. This can motivate children to strive for more positive recognition.

6. Provide privilege-based rewards: Offer privileges as rewards, such as the ability to choose a fun activity, sit in a special seat, or have extra free time. These rewards can be effective motivators for children and students.

7. Specific and timely rewards: Ensure that rewards are specific to the behaviour and given promptly. If a child or student exhibits good behaviour, reward them immediately or as soon as possible. This helps them make a clear connection between their actions and the rewards they receive.

When using positive reinforcement, it's essential to be consistent and fair. Clearly communicate the expectations and rewards, and ensure that the rewards are meaningful to the individuals involved. Be flexible and adjust the reinforcement strategy as needed to cater to the unique needs and preferences of those in your care.

References

Ackerman, B. (2011). Using Reinforcements for Effective Discipline.

Diedrich, J. L. (2010). Motivating students using positive reinforcement (Doctoral dissertation, SUNY College at Brockport).

Kelley, M. L., Grace, N., & Elliott, S. N. (1990). Acceptability of positive and punitive discipline methods: Comparisons among abusive, potentially abusive, and nonabusive parents. Child Abuse & Neglect, 14(2), 219-226.

Kelly, J., & Pohl, B. (2018). Using structured positive and negative reinforcement to change student behaviour in educational settings in order to achieve student academic success. Multidisciplinary Journal for Education, Social and Technological Sciences, 5(1), 17-29.

Maag, J. W. (2001). Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools. Exceptional children, 67(2), 173-186.

McDaniel, T. R. (1987). Practicing positive reinforcement: Ten behaviour management techniques. The Clearing House, 60(9), 389-392.

Sumiati, T., Septiani, N., Widodo, S., & Caturiasari, J. (2019, October). Building children’s learning motivation through positive reinforcement in science and math classroom. In Journal of Physics: Conference Series (Vol. 1318, No. 1, p. 012023). IOP Publishing.

Watling, R., & Schwartz, I. S. (2004). Understanding and implementing positive reinforcement as an intervention strategy for children with disabilities. The American Journal of Occupational Therapy, 58(1), 113-116.