The use of reinforcement is widely researched and has been demonstrated as an effective method to increase desired, appropriate behavior and to decrease problematic behavior at both the individual and group level. This study aimed to identify what types of reinforcement Jordanian preschool teachers employ in the classroom and if they perceive their students as benefiting from reinforcement. A total of one hundred seventy-eight (178) teachers participated in the study. An open-ended questionnaire was used to collect data from preschool teachers. The data were then translated from Arabic to English. Four main categories were identified from the data analysis process: verbal, tangible, social and activity reinforcement. Analyses revealed that teachers emphasized verbal reinforcement the most, favoring general over specific praise, followed by tangible, social and activity reinforcement as the least. Moreover, teachers reported twenty-three (23) benefits of using reinforcement with children at this age, which were grouped into six main themes: behavioral specific, internal specific, social specific, learning specific, perceived child preference, and general. Teachers reported that reinforcement directly and positively affect children. Recommendations for teachers are also presented.

强化的使用得到了广泛的研究，并已被证明是一种有效的方法，可以在个人和群体层面增加期望的、适当的行为并减少有问题的行为。本研究旨在确定约旦学前教师在课堂上采用哪些类型的强化，以及他们是否认为学生从强化中受益。共有一百七十八（178）名教师参加了这项研究。使用开放式问卷从学前教师那里收集数据。然后将数据从阿拉伯语翻译成英语。从数据分析过程中确定了四个主要类别：语言、有形、社交和活动强化。分析表明，教师最强调口头强化，更倾向于笼统而不是具体表扬，其次是有形的、社会的和活动的强化，最少。此外，教师报告了在这个年龄段对儿童使用强化的二十三 (23) 项好处，这些好处分为六个主题：特定行为、特定内部、特定社会、特定学习、感知儿童偏好和一般。教师报告说，强化对儿童有直接和积极的影响。还提出了对教师的建议。