Using Nudge Theory in Early Childhood Classrooms

Autor/inn/en	Park, Mi-Hwa; Clemson, Cindy
Titel	Using Nudge Theory in Early Childhood Classrooms
Quelle	In: Childhood Education, 96 (2020) 6, S.22-31 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2020.1846375
Schlagwörter	Behavior Theories; Early Childhood Education; COVID-19; Pandemics; Young Children; Intervention; Behavior Change; Motivation Techniques + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Motivationsförderung
Abstract	Encouraging young children to follow the six-foot guideline for social and physical distancing to help prevent the spread of the COVID-19 virus is a challenge for early childhood teachers. One effective way to do so is to provide visual reminders of how far away they should be from other people by placing stickers on the floor that are six feet apart. This subtle intervention to help children comply while minimizing coercion, or the assertion of power, is called a nudge. Researchers have explored the potential benefits of using nudges to support student engagement, improve student homework scores, and promote student literacy. As teachers learn about the concept of nudge theory and how to apply it to their classrooms, more effective, innovative, and deliberate nudge strategies will be designed to guide children's behavior. Because of the likely help nudges can provide, understanding what a nudge is and how to apply it to practice can be an additional tool that teachers can use during the pandemic. Consequently, the purpose of this article is to introduce nudge theory and provide teachers with a wide array of nudge strategies to design and implement for meeting the intended goals of their students. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01