THE IMPACT OF VERBAL PRAISE ON PRESCHOOL CLASSROOM BEHAVIOR

Abstract

Verbal praise is broadly accepted as a positive reinforcement strategy that can encourage desirable behavior and support positive classroom interactions in early childhood provision. The present study examined use of verbal praise and its relationship with preschool classroom behavior in Lahore, Pakistan. A quantitative cross-sectional survey design was applied, involving a sample of 200 preschool teachers from public and private schools. Data were gathered through a structured questionnaire measuring teachers’ verbal praise practices and their perceptions of preschool classroom behavior. Descriptive statistics, Pearson’s Product-Moment Correlation and simple linear regression were used for data analysis. The findings showed a high level of verbal praise among preschool teachers. A noteworthy positive relationship was discovered between verbal praise and preschool classroom behavior (r = 0.63). The regression analysis revealed that there is a positive relationship between the two variables. In conclusion, the study provides evidence on the significance of verbal praise in the case of the preschool environment. It can be argued that praise has a positive influence on children’s behavior in the classroom. The study highlights the empirical evidence in context of early childhood education in Pakistan, as well as the significance of positive reinforcement in the teaching practice.