International preschool, English language of instruction 0900 – 1800 M – F, 2 – 6 year old learners, mixed levels basic to fully conversational, most can identify letters and individual sounds, maybe 6 learners voluntarily sit with me and a book of their choosing from an assortment of maybe 40 age appropriate books, 2 Japanese EFL textbooks (We Can 1 and 2), or Let's Go 4 for 5 minutes during free play 1615 – 1800 with a variety of other rotating options such as blocks, train sets, paper and crayons and colored pencils, etc. Two weeks ago, for 10 school days, I started offering a sticker of the learner's choosing from a folder of hundreds (Paw Patrol, snakes, monster trucks, Disney princesses, etc) for voluntarily choosing to sit with me and a book. I was thrilled with the results. For those two weeks all but two of the children were game. Last weekend one of the Japanese staff raised concerns over the practice for reasons I won't go into here. Today was back to stickerless, and the same group of learners were up for reading and the others declined. Me, intrinsic or extrinsic motivations, I don't care as long as the skill is developed. You?
by Able-Needleworker542