rough needs and drives that energize children to learn, one recognized that by appreciating extrinsic versus intrinsic motivation, educators could effectively design methods and use of materials to facilitate a more conducive and effective learning environment. It was just an innovative insight to learn from articles such as that which was asserted by Steven Reiss, reported to be a professor of psychology at the Ohio State University who emphasized “that a diverse range of human motivations cant be forced into these categories of intrinsic and extrinsic motivations” (Intrinsic Motivation Doesnt Exist, Researcher Says, 2005, par. 2). This just proves that motivational theories continue to intrigue different practitioners and their respective studies divulge different findings that are useful in respective professions.
Another insight learned was the use of an effectively developed curriculum “that is thoughtfully planned, challenging, engaging, developmentally appropriate, culturally and linguistically responsive, comprehensive, and likely to promote positive outcomes for all
young children” (National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE), 2003) is crucial towards children’s learning and development.
The comments by Reiss was actually interesting and challenging since he asserted that there was really no evidence that intrinsic motivation exists. However, various business practitioners and professionals who study human behavior in organizations have found evidences that some employees have actually confirmed being more instrically motivated. In the field of education, however, it was emphasized that “one of the most frequent failures in education is that students rarely say that they find studying to be intrinsically rewarding (Csikszentmihalyi & Larson, 1984)” (Intrinsic Motivation, n.d., par. 4). This is therefore challenging