The Study on the Process of Classroom Regulations for Young Children Based on the Implementation of Token System

• Main Author: 曾靖娟TSENG, CHING-CHUAN
• Other Authors: CHIANG, TZU-YI
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/d6w3xc

碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 104 === This study implemented a token system to assess children’s behavior in routine classroom courses. The difficulties associated with the implementation of the token system in a conventional kindergarten class were examined, and possible coping strategies are highlighted. Such strategies can serve as a reference for teachers in their professional development. An action research method was applied to children assigned to the Orange Class at Hsinchu County State Star Elementary School, and relevant documents and data collected over a period of 3 months were analyzed. The specific findings of this study are outlined as follows: 1.Use of token system to establish a regular classroom course: First, discussions were held with teachers, after which the token system was implemented. Subsequently, the implemented token system was continually adjusted by observing children’s behavior as they used this system and the conventional token system. This study determined that the implemented token system has a higher efficiency level than does the conventional token system. 2.Difficulties faced and coping strategies: (1) Administering the two token systems to the children confused them. Therefore, the use of a standard token system is recommended. (2) Because different teachers have different thoughts, and procedures developing consistent token implementation standards is difficult; additional teacher consultations are thus required to achieve such standards.(3) Reinforcement exchange procedures are complex and time consuming, and such procedures must be simplified.(4) Change provisions of tokens for failing to set records and inconvenient, so pre-set standard routine. (5) Different token system operators have inconsistent token usage trends; thus, only one teacher must operate the token system. (6) Because of the lengthy token exchange procedures, children may easily lose patience; therefore, token exchange standards must be lowered. (7) Because individual differences are observed and recorded, some children may develop a sense of failure. Hence, the scoring system must be changed. 3.Researcher of professional development: Researcher can enhance their class management and token systems skills. Finally, the results of this study can serve as a reference for kindergarten teachers and future research in the development of token systems.