Abstract/Summary

The focus of this thesis is to explore what are early years practitioners’ understanding and perceptions of extrinsic motivation, how it is used with children and what are the perceived effects on their learning and well-being? Very little research exists that investigates practitioners’ understanding in relation to this area, as well as their perceptions and viewpoints, both professionally and personally. This study seeks to explore this area further and to gain an insight into practitioners’ thoughts about the effects of extrinsic motivation on children’s learning and well-being. Specifically, the study focuses on exploring the techniques that practitioners use to motivate children, if any; to understand why practitioners use the techniques they do, exploring their perception of the advantages and disadvantages; to identify what training practitioners receive to support their understanding in relation to motivating children. The research uses a mixed methods approach and an interpretive paradigm to understand practitioners’ views in depth, through conducting an online questionnaire survey (Appendix C) and interviews (Appendix D) within practitioners’ schools. The focus is on investigating the rewards systems, policies, training and practitioners’ thoughts on the advantages and disadvantages of using these techniques. The sample included a selection of 33 foundation stage leaders, teachers, higher level teaching assistants and teaching assistants. The study’s methods were shown to be effective in collating data to address the research questions. The findings from the study were mixed. Some practitioners were in favour of using extrinsic motivational methods in the classroom, with 30 of the 33 citing that it supported self-regulation and motivated the children in their learning. However, other practitioners, 9 of the 33 thought that the rewards used in the foundation stage to motivate children extrinsically were meaningless, inconsistent and had no overall longevity. The study provides interesting insight into practitioners’ views of extrinsic motivation and has enabled the research to shed some light on and inform the literature in this area. Some recommendations for practice and ideas for future research are also offered at the end of the thesis.