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Techniques of Motivating and Sustaining Pre-School Children’s Learning Interest
Introduction
Motivation is an incentive or inducement that leads us to behave in a certain way or towards a
goal
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When children for example
know that their parents or teachers are happy with them when they behave in a particular
manner, they feel motivated to continue doing so
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These are:
i
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the teacher’s/institution’s Motivation ( extrinsic)
iii
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The child tackles the a task at hand not because there is any external
inducement or incentive, but because it gives him/her personal satisfaction or he/she feels that it
is important for him/her to do it
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Once the child learns from the teacher that it
is important to do class work well or to finish the task, spontaneous or self-imposed motivation
develops in the child
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The teacher or school therefore
do their best to ensure they inculcate learning interest in the children through external rewards or
efforts
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The child does not only work hard to satisfy himself but also to satisfy the teacher
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If the learning activity is too easy, children get
bored while too difficult a task puts children off
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Factors That May Impede Children’s Performance
There are many different reasons that may cause children to do well even if they have natural love
to perform well or even if the teacher tries to motivate them
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Physiological Factors
The state of the body or its functioning can determine how well or not a child performs
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Behavioural Factors/Habits
Bad habits or practices in children may lead to poor performance e
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noise making in class and
not listening to the teacher, laziness etc
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Determinants of Levels of Motivation in Children
According to Farrant (1997) and Ingule et
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(1996), the motives which affect children’s learning
may change as the process of learning goes on
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Two children may for example play with an identical toy but
one throws it away as soon as his/her curiosity wears off while the other one continues persistently
as his/her curiosity turns to pleasure
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Some research studies show that people behave in such a way as
to maintain their arousal level somewhere near the optimal
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The implication is that it is important for the teacher to regulate stimulation to
which the children will react to
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Techniques of Sustaining Pre-school Children’s Interest
Children’s interest wears off easily
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Some of the ways teachers can use to sustain children’s
interest
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Children for example get tired of seeing the
same kind of charts in their class
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 Keeping learning activities short and interesting
Pre-schoolers have a short attention span and cannot sit still for long
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 Ensuring learning content is achievable
The content should be at the children’s level or achievable
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Establish what they know first then move to teach new skills so that you can give them
work that is commensurate to their ability
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 Attending to each child’s individual need
This helps children to respond well and feel loved
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 Ensuring participation from all children
This calls for the teacher to know the children by ability or interest so that he/she can ask can
involve them at the right time through relevant questions according to their understanding
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 Recognising children’s participation/performance
This can be done by offering reinforcement immediately the action occurs e
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:Wow that is
good Mary” or “Lets give one clap for John”, or “Come and hug teacher/ let me draw a star on
your hand etc
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For a wrong answer,
tell the child, ‘you have tried your best Peter, that is good”!or “ Let us clap for Peter for trying”
or “Peter has tried, now who can give us another answer?’ Emphasise the good aspects in
children not the negative
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Allow two or three other chances to different children
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E
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group work one will construct letter using bottle tops with different colours or brand, group
two will cut and paste it, group three will colour the letter, group four will write over or trace
the letter etc
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Ensuring Availability of adequate learning materials
Remember children at this age are egocentric and do not enjoy sharing
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To cater for this need, ensure
plenty or adequate materials for use
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Let them use bright crayons
to colour their work
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Allow children to touch,
use the learning materials even after the lesson
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Ensure that the classroom is well lit and ventilated
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Be a good role model to children and
ensure fairness to all
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Make the classroom
a happy place to be in by being friendly and cheerful
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 Allowing movement from time to time
Children by nature are mobile beings
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Make sure that the classroom sitting arrangement
allows adequate space to move
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The chairs or benches should have
back-rests to support children’s delicate backs
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 Making use of feedback
Feedback is the continuous response from learners to the teacher (Ginsberg and
Wlodkowski, 2000)
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Through feedback, children’s doubts are cleared promptly
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 Ensuring children understand the learning content
Strive hard to ensure children understand learning content
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The teacher can ask children questions regarding what has
been taught to judge whether they have understood or by observing the speed with
which children take in completing a task, their confidence and also willingness to
participate in a task
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I
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(2008)
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Nairobi: Kenya Institute of Education
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K
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Ecd 015: Introduction to general methods in early chilhood
Kenyatta University
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Ginsberg, M
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& Wlodkowski, R
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2000)
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San
Francisco: C
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Jossey Bass
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I
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(2000)
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Nairobi: K
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E
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McKeachie, W
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(1999)
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Boston: Houghton Mifflin
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Instructional methods
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Bonwell, C
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and Eison, J
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(1991)
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Bredekamp, S
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Developmentally appropriate practice in early childhood programs
serving children fro birth through age 8 (ed)
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K
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E
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Kenya pre-school teachers’ activities guide series 1: management
language activities
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K
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E
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Kenya pre-school teachers’ activities guide series 2:
play and creative activities
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K
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E
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Kenya pre-school teachers’ activities guide series 3: mathematics and
environmental activities
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and



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