How kindergarten teachers express praise and reprimand?

Saša Pavlin (2012) How kindergarten teachers express praise and reprimand?. Diploma work.

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Abstract

The present diploma thesis consists of two parts, theoretical and empirical. The theoretical part deals with praise and reprimand and with how they should be expressed. Above all, the present thesis is focused on analysis of kindergarten cases. The analysis of cases involving praise or reprimand includes eight groups of pre-school children and shows how teachers of pre-school children express praise and reprimand, how children respond to both of them and whether a way of expressing them depends on the level of education and years of work experience. It has been established that the age group of children, the level of education of kindergarten teachers included in the study and the sex of the child that was praised or reprimanded, have an impact on expression of praise and reprimand. Years of work experience of kindergarten teachers included in the study only have an impact on praise, and they usually use short phrases of praise (for example: Good boy! Great! Nice! Well done!). On the other hand, they use long reprimands more often. This means they also explain to children why they are being reprimanded. From the viewpoint of children’s response it has been established that children respond to reprimand more frequently than to praise.

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