Head Start Program specializes in the delivery of high-quality education to children from low-income families. Nonetheless, it remains apparent that it tends to focus on the children’s educational opportunities while offering them the possibilities to improve academic performance (Head Start: School readiness, 2015). In this instance, it monitors children’s development and provides a safe environment to reach higher academic results.
The primary goal of this paper is to evaluate whether Head Start Program actively employs the theory-based motivational strategies and determines the ways of their usage. Additionally, the potential application of the motivational theory is discovered, and relevant benefits are described. Lastly, the probable modifications of the program can enhance the learning outcomes and knowledge-delivery practices.
Theory-Based Motivational Strategies
The theory-based motivational strategies tend to be present in the Head Start Program. In this instance, the program inclines to motivate children by using continuous evaluation and individual assistance. In turn, it focuses on setting and achievement of the particular educational goals during the program (Head Start: School readiness, 2015). It could be said that the application of these principles complies with the elements of ARCS motivational theory, as it portrays the integration of attention, relevance, confidence, and satisfaction (Bhoje, 2014).
The program offers high interest of the given classes and promotes the significance of the chosen materials to enhance the achievement of the individual objectives and goals. The theory is used to maintain a high involvement of the students in the classes to highlight the significance of education in reaching success. Lastly, confidence and satisfaction are also measured by determining particular methods for the measurement including observations and checklists (Head Start: School readiness, 2015).
Another theory, which is actively exploited in the Head Start Program is cognitive evaluation theory, which implies the necessity of self-confidence in the interactions (Heckhausen & Dweck, 2006). In this instance, the program also pays substantial attention to the quality of interaction, as they contribute to the children’s ability to communicate in the modern world (Head Start: School readiness, 2015). In the end, it could be said that both of the theories are applied to enhance the educational outcomes and prepare children for functioning at school while being active members of society.
Application of Motivational Theory
In turn, other principles of the motivational theory can be applied in the Head Start Program and have a beneficial influence on the ability to reach the anticipated outcomes. In this instance, the intrinsic and extrinsic sources of motivation have to be determined to enhance the learning results. The intrinsic motivation implies the desire to complete the task, and the extrinsic one focuses on maintaining the curiosity of the students and providing a reward for the successful completion of the tasks (Reiss, 2012).
The management of the program has to be able to find the balance between these matters and determine whether students are motivated by intrinsic or extrinsic sources to select the most appropriate approach to teaching. The primary benefit of this aspect is the enhancement of the teaching methods. It is apparent that selecting one of the teaching tactics is vital for the motivation of the students and contributes the problem-solving (Markoczi-Revak, 2003).
Additionally, the ARCS motivational theory can be adjusted by paying substantial attention to the confidence and satisfaction of the students. This feature will be beneficial from academic and development perspectives. In this case, the students will be motivated to learn and become assured of the ability to interact at school successfully. In turn, these matters will take classes and activities more interactive and interesting for children. Furthermore, the application of this aspect can enhance language proficiency and the ability to listen (Zhang, 2015). In the end, a combination of the application of the principles of these motivational theories will improve educational performance.
Recommendations
Lastly, the recommendations have to be proposed to enhance the ability of the program to reach the academic outcomes. One of the suggestions is to evaluate at the beginning of the program, which will help determine the children’s interests. This approach will assist in selecting the right teaching techniques for individual learning. The tactic is actively practiced in the transition stage between pre-school and school education (Turunen, 2012). This practice has to be conducted before the start of the program to establish an individual study plan for each child.
Another recommendation is to encourage better interactions between children, and communication will enhance the children’s ability to exist in society in the future. It could be said that various teamwork activities have to be stimulated in the program several times a week. Lastly, the teachers will have to play the role of the drivers of interactions to attract children’s attention to each other.
References
Bhoje, G. (2014). Application of motivational theory in classroom situation. Maharashtra, India: Laxmi Book Publication. Web.
Head Start: School readiness. (2015). Web.
Heckhausen, J., & Dweck, C. (2006). Motivation and self-regulation across the life span. Cambridge, UK: Cambridge University Press. Web.
Markoczi-Revak, I. (2003). A teaching-learning method enhancing problem solving and motivation in secondary schools. Journal of Science Education, 4(1), 15. Web.
Reiss, S. (2012). Intrinsic and extrinsic motivation. Teaching of Psychology, 39(2), 152-156. Web.
Turunen, T. (2012). Individual plans for children in transition to pre-school: A case study in one Finnish day-care center. Early Child Development and Care, 182(3-4), 315. Web.
Zhang, J. (2015). Improving English listening proficiency: The application of ARCS learning-motivational model. English Language Teaching, 8(10), 1. Web.