“Teachers consistently described praise and immediate feedback as essential tools for fostering prosocial skills and emotion regulation in preschool settings” (Barnes & Spencer, 2024). 

Thoughout the years, educators and various stakeholders in the field have seen the wonderful impact of Positive Reinforcement to young learners' social-emotional learnings. Young learners are wired to thrive on praise and immediate feedback in contrast to punishment and negative reinforcement especially when it is given by a primary caregiver or teacher whom they adore. The impact can last a lifetime: raising children who are compassionate and kind.

One study in Japan, the Fun FRIENDS SEL (socio-emotional learning) intervention for 4- to 5-year-olds, witnessed the improvement on young learners' social adaptability and their behavior towards other people. This study also fortified the notion that early intervention in the classrooms is vital since it can bring a great deal of improvement on young learners' social and emotional skills. (Kobayashi, M., Okumura, Y., & Yamaguchi, M. (2024). 

Furthermore, according to the SET study in 2024, teachers in the ECE classroom who recognizes the importance of SEL tend to use strategies that are rooted in behaviorism in nature. The use of positive reinforcement which supports and rewards desirable behaviors to eliminate undesirable ones to equip young learners with sufficient social-emotional competency. (Barnes, T., & Spencer, K. 2024)

On the other hand, a word of warning must be heeded when it comes to using positive reinforcement - especially praises and rewards. As with negative reinforcement, praises and rewards may also be overused thereby losing its impact and making it ineffective. Consequently, caution and wisdom must be exercised when it comes to using these techniques to provide support for young learners.

References:

1. Barnes, T., & Spencer, K. (2024). Social and emotional teaching (SET): A qualitative study of the beliefs and practices of preschool teachers in the United States. Early Childhood Education Journal. Advance online publication. https://doi.org/10.1007/s10643-024-01803-9

2. Hosokawa, R., Matsumoto, Y., Nishida, C. et al. Enhancing social-emotional skills in early childhood: intervention study on the effectiveness of social and emotional learning. BMC Psychol 12, 761 (2024). https://doi.org/10.1186/s40359-024-02280-w

3. Kobayashi, M., Okumura, Y., & Yamaguchi, M. (2024). Enhancing social-emotional skills in early childhood: Intervention study on the effectiveness of Fun FRIENDS. BMC Psychology, 12, 280. https://doi.org/10.1186/s40359-024-02280-w

4. “The Power of Teaching with Positive Reinforcement in Kindergarten” https://www.youtube.com/watch?v=mJtm_1RR3EA