Engagement and Motivation in Early Childhood - Coursework Example

Engagement and Motivation Introduction Engagement and motivation are concepts which are essential to the learning and growing process. They help direct a person’s development which often leads to a progression in the learning process. Motivation often dictates the direction of one’s life and of one’s energies. It often dictates our behavior because when we are motivated enough to do something, we do it and pursue it. This is when engagement comes in because as we are motivated into doing something, we then connect ourselves with activities which help accomplish our goals. This paper shall discuss engagement and motivation in terms of literacy during early childhood. It shall first discuss the concepts of engagement and motivation and then go on to discuss the relationship between engagement and motivation as it relates to literacy during early childhood. It shall also discuss the policy implications based on what is established in the discussion on early childhood. Practice implications shall also be established based on what is established in the discussion on early childhood. This paper is being conducted in order to establish a clear understanding of engagement and motivation as it applies to literacy during specific stages of human development. Discussion Engagement and motivation Engagement is about energy in action or the connection between person and activity (Russell, as cited by Ainley, 2004). It is about setting into motion activities which would help accomplish one’s goals. Cambourne (as cited by Kamil, Pearson, Barr, & Mosenthal, 2000, p. 403) discusses that engagement “entails holding a purpose, seeking to understand, believing in one’s own capability, and taking responsibility for learning”. There is an emotional and physical connection between the thought and the action in engagement and this engagement helps to ensure that a person has more self confidence in carrying out certain activities like reading and writing. Motivation is “about energy and direction, the reasons for behavior, why we do what we do” (Russell as cited by Ainley, 2004). It is the ultimate underlying reason for one’s activities and one’s engagement in a certain goal. Motivation may be intrinsic or extrinsic and as an intrinsic goal it may refer to a person’s reasons for doing an activity without any purpose other than the fact that one enjoys the activity. This may be related to the concept of reading for reading’s sake (Kamil, Pearson, Barr & Mosenthal, 2000). Motivation often inspires a deeper and a more profound engagement in an activity. It helps sustain one’s engagement in a subject matter or a goal. It links the frequent engagement in an activity and the acquisition of achievements in such activity (Kamil, Pearson, Barr, & Mosenthal, 2000). Motivation in this case is a driving force or energy and it is often an experience personal to each individual. Relationship between engagement and motivation in relation to literacy during early childhood Engagement and motivation are related to each other in terms of their application to literacy in the sense that reading and learning motivation helps to focus attention on the affective aspects of reading. In this case, “motivation may help combat the increasing disaffection from reading” (Clark & Rumbold, 2006, p. 16). A person’s motivation in learning often determines the quality of learning among children and other learners. In some instances, the motivation to read is the catalyst in the learning process especially when the process is difficult for a child (Clark & Rumbold, 2006). Teachers are keen to point out that their job as educators is often made difficult when a student lacks motivation. “Better readers tend to read more because they are motivated to read, which leads to improved vocabulary and better skills. [And when this motivation is lacking], the gap between good and poor readers grows over time” (Clark & Rumbold, 2006, p. 16). Engagement and motivation among early childhood learners is a tall task for teachers who have to capture and maintain engagement with reading and learning in students with varying interests and abilities within the same class (Clark & Rumbold, 2006). The motivation in this case in engaging pupil’s interest is in making the reading materials broader in range; also in order to sustain their motivation to read, there is a need to engage them in choosing their own books. Studies have already shown that it is possible to use incentives as intrinsic motivation in order to engage learners in reading. “When incentives are linked to the desired behavior and promote engagement in the desired behavior, motivation can become self-determined and can foster high-quality learning” (Clark & Rumbold, 2006, p. 27). In the end, the right motivation can help engage the learner into independent learning and into enjoying the learning process. Consequently, for most learners, motivation sustains a person’s learning interest even beyond classroom instructions and classroom hours. It becomes an enjoyable process for them and for other learners who are in the early stages of education and instruction. And when early childhood learners enjoy and are motivated by the learning process, then their learning process can be sustained even beyond their early childhood learning years. Learning to read can also be a tricky and complicated part of the learning process. Librarians are especially challenged by young readers because they help shape the child’s reading interests and to sustain it even beyond learning the simple reading skills. Some librarians look into sustaining students’ affective dispositions for learning by engaging their interests through creative, contextual and diverse classroom activities (Shelley, 2009). Such strategies help engage and stimulate the students’ interest and curiosity when they wish to research or when they want to search for information to use in their classroom activities. Providing extra motivation to students through provisions on diverse and interesting reading materials help to encourage students to “approach library resources with confidence and positive attitude” (Shelley, 2009). When students can use exploratory questions towards their area of interest, they are likely to be engaged in participating in a learning activity. Motivation and engagement have a major impact on a student’s achievement (Weiler as cited by Shelley, 2009). Librarians who consider critical thinking dispositions as a major component of information literacy sessions, are also more likely to improve students’ feelings of confusion and uncertainty. However, by making the learning and reading process a less intimidating process, it is possible to engage students in the independent learning process. And consequently, when students are engaged in an activity, their motivation in learning can also be sustained. It is a codependent process – one that is sustained by the other. And the close links in the learning process can be confidently followed through by the early learner in a less intimidating and more engaging environment. In the early childhood years, the development of interest in reading is crucial to the child’s learning process. A child who can sustain interest in reading would have more motivation to be engaged in the different reading processes. Hence, it is important to keep the child engaged in the reading process. Guthrie and colleagues (as cited by Lehr & Osborn, 2005, p. 14) point out that “reading engagement is the joint operation of motivations, strategies for reading, and conceptual knowledge acquisition during reading”. More often than not, readers who are well-engaged in reading already trust and believe in their reading ability and they also take pride and satisfaction in their achievements in the reading process (Lehr & Osborn, 2005). However, in order for reading and literacy to be an engaging process for the child, the materials should match the students’ abilities and interests. When these materials are challenging and easy enough to read, early childhood learners can sustain their interest and engagement in the process. “High interest, easy vocabulary reading materials, although sometimes necessary for building fluency, are not likely to expose students to the kinds of academic vocabulary, sentence patterns, and text structures they must understand if they are to become proficient and motivated readers” (Lehr & Osborn, 2005, p. 14). Experts emphasize that the learning process must follow a gradual and engaging process for the child. They also point out that engagement in reading and literacy must also be done with the guidance of the teacher who is there to help match the students in selecting materials which would fit their interest and their stage in the development process (Lehr & Osborn, 2005). Engagement and motivation in literacy among early learners can also easily be sustained by considering that the learning process is based on a person’s interests and socio-cultural background. In a paper by Lo and Hyland (2007), the author focused on young ESL writers in Hong Kong. It also sought to profile an action research project which considered the implementation of a new ESL program which was meant to improve students’ motivation and engagement based on the young learners’ sociological and cultural status. It also assessed the students’ and teachers’ perceptions on the new program and to evaluate its impact on the students’ engagement and motivation in writing (Lo & Hyland, 2007). This study established that by engaging young ESL learners into writing according to their socio-cultural status and interests, they also scored higher in writing engagement and motivation. Although they scored lower in accuracy and organization, these learners responded well to the program because the writing process involved something which they were very much interested in and which was of great relevance to them (Lo & Hyland, 2007). The learning, and in this case, the writing process for young learners is based on the interest and their motivation in the topic. Writing something which was interesting to them manifested a liberating and confidence-building effect on the learners (Lo & Hyland, 2007). The underachieving students were especially benefitted by this process considering that it was focused on what was interesting to them (Lo & Hyland, 2007). The learning process has to be conceptualized while considering all the elements which impact on a student. A student may have a different socio-cultural and economic background which would affect his interest, motivation, and eventually, his engagement in the learning process. In applying the four resources model, as a text participant, the student would consider what the text would mean to him – in his context and not based on any other individuals (Department of Education, 2009). The motivation here is the individualized aspect of literacy where the comprehension and analysis is based on what a person understands of the text and how he can participate in interpreting it. There is a cultural heritage element to this analysis and engagement process because the learner inputs his background in the process of understanding the text (Department of Education, 2009). The study above indicates that when the elements of motivation and the socio-cultural are included in the learning process, a student’s engagement and interest can be sustained and can improve a student’s literacy development. Social relatedness is also a factor which affects a student’s engagement in the learning process and literacy development. In a paper by Royer, Provost, Tarabulsky, and Coutu (2008), the authors sought to understand kindergarten children’s relatedness to teachers and peers as a factor in classroom engagement and early learning behaviors. In the school context social relationships often determine the effectiveness of a child’s learning. Social relationships manifest with feelings of connectedness to peers and to teachers often predicting a child’s adjustment and academic performance (Royer, Provost, Tarabulsky, & Coutu, 2008). Theorists also point out that the social experiences of students in the early childhood years provides the basis for motivated engagement which then ends up impacting on academic achievement and positive behavioral adjustment in school. In effect, even as behavioral attitudes affect social experiences, the nature of social relationships is still the primary determinant for a child’s engaged motivation in the learning process (Royer, Provost, Tarabulsky, Coutu, 2008). The analysis also revealed that classroom engagement is a major factor in applying the various motivational models. Classroom engagement which is active, goal-directed and constructive provides effective interactions with the physical environment. It provides also a direction for learning. It is also important to note that the “motivational perspective posits that social relatedness in the classroom contributes to students’ academic performance indirectly by way of inner changes or motivational outcomes” (Royer, Provost, Tarabulsky, & Coutu, 2008). Classroom engagement, especially in the early learning stages have been operationalized in different ways depending on which aspect of learning is being investigated – some may be affective, academic or behavioral (Royer, Provost, Tarabulsky & Coutu, 2008). Engagement in this case is more of a social process – the more socially engaged a kindergarten student is, the more he is motivated and engaged to participate in the different activities related to the learning, especially such activities which relate to affective, academic and behavioral learning. In the four resources model of literacy developed by Luke and Freebody, they speak of code breaking which includes recognizing and being able to speak and write words and sentences (Department of Educaiton, 2009). This is the very stage which the early childhood learner is going through and a highly engaged student motivated to breaking the code through various activities can incorporate speaking and writing in the behavioral learning process. Engagement and motivation are related to each other in the context of literacy development among early childhood learners. Engaging children’s interest is an important step in the learning process and when this is ensured, the child’s motivation for more learning can grow. Wood and Attfield (2005) discuss that play activities involve different types of behavior and can be set-up in various contexts in the child’s learning. It can be something deeply serious and purposeful and still be considered a playful activity. “It can be characterized by high levels of motivation, creativity and learning, or relegated to little more than aimless messing about” (Wood & Attfield, 2005, p. 2). Nevertheless, play is an engaging process of learning because it allows children to choose their activities and even their playmates. It also motivates them to come up with their own ideas and perceptions regarding an activity or a subject matter. As the students actively become engaged in the play and in learning, they also become more motivated to explore even more – to exist in some fantasies while being continually stimulated by their environment. Engagement and motivation are related to each other in the early childhood learning process as they help fuel activities which assist the child’s literacy (Wood & Attfield, 2005). As such activities usually involve play, engagement and motivation, help sustain enthusiasm and interest in the learning process. A paper by Munns and Martin (2005) set out to assess the application of the MeE (Motivation, engagement or small letter ‘e,’ and Engagement) framework conceptualized by Andrew Martin. The paper sought to reconcile the psychological and sociological comprehension in relation to student motivation and engagement. The paper was able to establish that there is a complexity in relation to the thoughts, feelings and actions of students which calls for educators to think creatively across paradigmatic divides (Munns & Martin, 2005). In applying this framework to the learning process of early childhood schoolchildren, it offers a means of understanding the complicated relationship that students have with their schooling and education. And through the application of the sociological and psychological dimensions, students are able to glean that ‘school is for me’ (or not for me as the case may be) (Munns & Martin, 2005). As a text user in the four models of literacy, a student understands that language varies based on context, purpose, audience, and content (Department of Education, 2009). The child understands the purpose of a text and uses them in various ways and genres. Through various discourses and connections to individual students’ cognitive lives, students actually become engaged in school. “Through the interconnection of sociological and psychological foundations, it is hypothesized that students come to feel that their school has something to offer them at a cognitive, emotional and participatory level” (Munns & Martin, 2005, p. 6). Hence, they become more motivated in the process of learning. Their engagement in learning becomes more than a token gesture of interest because there is clarity of attention which surrounds their learning process. Policy Implications Based on the above discussions, policies in the education of early childhood learners have to be adjusted based on what would engage and motivate students in the learning process. Policies which would help ensure this process would involve those which are related to the promotion of play activities among early childhood learners. Policies for early education should be based on activities which help optimize the engagement and motivation process. Engagement and motivation are related to each other in the sense that they help ensure that the process of literacy development is carried out based on the various domains of learning readiness. These processes focus on how children learn, not on what they learn – on sustaining enthusiasm for learning including interest, pleasure, and motivation to learn; and on engagement in learning including focused attention, persistence, flexibility, and self-regulation (Hyson, 2008). Policies should revolve around the engaged learning process which can mostly be sustained through play activities among school children. Policies which integrate play are important in early childhood education because they are the most effective ways of sustaining motivation and engagement in the learning process and activities. Play “contributes to the cognitive, physical, social, and emotional well-being of children and youth” (Ginsburg, 2007). It also gives parents a chance to engage in the learning process with their children. Play is an important part of childhood as it provides children an opportunity to reap benefits in an engaging learning process (Eliott, 2006). Although the current programs in the school system have reduced the use of play in the learning process, most experts agree that it still remains crucial for play to be included within the academic and social-enrichment opportunities and environments of children (Ginsburg, 2007). Engagement and motivation are related to each other in the sense that they shape policies and learning activities based on what sustains the children’s interest. Practice implications In applying the principles of engagement and motivation and engagement, this paper still believes that engagement and motivation are very much related to each other and are both crucial elements to the learning process and instruction for early childhood learners. Based on the above discussion on engagement and motivation as well as policy implications, this paper now suggests that the practice of teaching early childhood learners must be based on what would capture the interest of the children, based on individual interests as well as socio-cultural and economic factors. Some experts recommend that small learning activities among small groups of students can help achieve both an engaged and motivated learning process for students. A study assessing the effectiveness of small groups of learning in the classroom revealed that in a Comprehensive School Reform school these small groups presents students as active and compliant participants supporting each other’s learning (Florez & McCaslin, 2008). Most students also find these small groups more meaningful and more organized as they focus more on what the group could do and not on what each one of them could achieve individually (Florez & McCaslin, 2008). Small groups in the engaged and motivated learning process were less prone to rejection and competition, or to being ignored or to giving up. In this process of learning among early childhood students, engagement and motivation are important elements which define the activities which can be implemented by the teacher in order to facilitate the learning process (Florez & McCaslin, 2008). In combining the policies and practices, this paper sets forth the importance of using play and small groups as learning tools in instructing early learners and sustaining their interest in learning even beyond what is specified or instructed by teachers. Conclusion In conclusion, engagement and motivation are important factors which affect and sustain the learning process in most individuals – from the pre-school to the adult learners. Engagement is about energy in action and motivation focuses on purpose and on believing in one’s own capability. Together, engagement and motivation are important tools in ensuring early childhood literacy. Motivation provides the spur to the learning process. And when this is sustained and triggered, it can later engage the student into other activities included in the learning process. Engagement and motivation is also related to the ability of the teacher to sustain the student’s interest – in this case, this interest is based on the child’s socio-economic and cultural situation and his personal preferences. Engagement and learning among early childhood learners is related to play activities which are the most effective activities to which learning can be applied to. It is about using small-groups in order to motivate and engage the young learner. Ultimately, engagement and motivation are essential elements of teaching early childhood students because they help cement the basic principles of affective and behavioral learning. Works Cited Ainley, M. (2004) What do we know about student motivation and engagement? Australian Association for Research in Education. Retrieved 01 June 2010 from http://www.aare.edu.au/04pap/ain04760.pdf Clark, C. & Rumbold, K. (2006) Reading for pleasure: A research overview. National Literacy Trust. Retrieved 01 June 2010 from http://www.literacytrust.org.uk/Research/Reading%20for%20pleasure.pdf Department of Education (2009) The Four Resources Accessed by Literate People. Department of Education. Retrieved 01 June 2010 from http://www.education.tas.gov.au/curriculum/standards/english/english/teachers/liteng#four Elliott, A. (2006) Early Childhood Education: Pathways to quality and equity for all children. Australian Council for Educational Research. Retrieved 01 June 2010 from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1003&context=aer Florez, I. & McCaslin, M. (2008) Student Perceptions of Small-Group Learning. Teacher’s College Record. Retrieved 01 June 2010 from http://www.tcrecord.org/Content.asp?ContentID=15283 Ginsburg, K. (2007) The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics, 119 (1), pp. pp. 182-191. Retrieved 01 June 2010 from http://pediatrics.aappublications.org/cgi/content/full/119/1/182 Hyson, M. (2008) The Role of Play in Promoting Children’s Positive Approaches to Learning. Research Connections. Retrieved 01 June 2010 from http://www.researchconnections.org/files/childcare/pdf/PlayandApproachestoLearning-MarilouHyson-1.pdf Kamil, M., Pearson, D., Barr, R., & Mosenthal, P. (2000) Handbook of reading research, Volume 3. New Jersey: Laurence Erlbaum Associates. Lehr, F. & Osborn, J. (2005) Research-Based Practices in Early Reading Series A Focus on Comprehension. Pacific Resources for Education and Learning. Retrieved 01 June 2010 from http://www.prel.org/products/re_/re_focuscomp.pdf Lo, J. & Hyland, F. (2007) Enhancing students’ engagement and motivation in writing: The case of primary students in Hong Kong. Journal of Second Language Writing, 16(4), pp. 219-237 Munns, G. & Martin, A. (2005) It’s All About MeE: A Motivation and Engagement Framework. Australian Association for Research in Education. Retrieved 01 June 2010 from http://www.aare.edu.au/05pap/mun05400.pdf Royer, N., Provost, M., Tarabulsky, G., & Coutu, S. (2008) Kindergarten Children’s Relatedness to Teachers and Peers as a Factor in Classroom Engagement and Early Learning Behaviours. Journal of Applied Research on Learning, 2(1). Retrieved 01 June 2010 from http://www.ccl-cca.ca/pdfs/JARL/Vol2No1Art5.pdf Shelley, A. (2009) Beyond Buzz Words and Skill Sets: The Role of Critical Thinking in Information Literacy. Library Student Journal. Retrieved 01 June 2010 from http://www.librarystudentjournal.org/index.php/lsj/article/viewArticle/110/233 Wood, E. & Attfield, J. (2005) Play, learning and the early childhood curriculum. California: Sage Publications Read More