Building Confidence and Curiosity: Intrinsic and Extrinsic Motivation.

Introduction

Motivating young children, especially those in lower primary classes, is a beautiful but sensitive task. At this stage, children are full of curiosity and energy. They love to explore, ask questions, and try new things. However, they also need plenty of care, encouragement, and emotional support to feel confident and happy in the classroom. We often talk about intrinsic and extrinsic motivation, but the real challenge is applying these ideas in a simple and meaningful way for young learners. In my previous article published over two years ago, “Intrinsic and Extrinsic Motivations in Education,” I discussed some key concepts.

In this follow-up article, I am sharing easy strategies to make learning enjoyable and purposeful. By observing what interests children, identifying their strengths, and understanding their emotions, we can guide them effectively. A kind word, a smile, a small reward, or a creative group activity can make a big difference in their learning experience. Our goal is to build a safe and inclusive environment where every child feels proud of their efforts and remains motivated to keep learning.

Let’s explore some simple yet impactful ways to keep young learners excited and motivated in their learning journey.

Using Emotions to Encourage Learning

Helping Children Feel Good About Learning

Children’s emotions play a major role in how they engage and progress in learning. Their motivation can rise or fall quickly, depending on how they feel about a task or experience. As educators, it is our responsibility to support their emotional well-being and ensure that learning remains joyful and meaningful. Tools like mood meters or emotional check-ins help students identify and express their feelings.

Asking reflective questions such as, “What was the best part of your learning today?” or “What activity made you feel happy or proud?” gives children the space to talk about their emotions.

There is a saying, “Children learn best when they feel safe, valued, and supported.” Regular circle time, where learners share something positive or express gratitude, can build emotional intelligence and foster a sense of belonging. When children feel emotionally secure, their motivation and participation naturally increase.

Creating a Positive Classroom Climate

A positive classroom climate is essential for children’s growth and success. In line with IB practices, recognizing approaches to learning (ATL) skills such as Social Skills (Collaboration Empathy etc.), self-management (Organization, reflection etc.) and Thinking skills, helps children understand that learning is not just about results but about the journey. For example, saying, “I noticed you stayed focused and kept trying even when it was tricky,” reinforces the value of effort.

Simple but meaningful rewards like classroom roles, “kindness cards,” or a “collaborator of the week” badge can motivate children without creating unhealthy competition. Peer feedback, where classmates give each other kind and constructive comments, also strengthens the learning community and promotes collaboration.

Carol Dweck’s research reminds us: “Praising effort develops a growth mindset, where children believe they can improve through hard work.” A supportive environment keeps students happy, motivated, and ready to embrace challenges.

Making Learning Fun Through Play-Based Activities

Engaging Activities That Spark Curiosity

Young learners thrive when learning is playful and interactive. Creative tasks like engaging group work such as making models with solid shapes, science experiments, role-play make lessons lively and help children make connections between concepts and real life. These activities not only deepen understanding but also promote collaboration and communication.

For instance, during a unit on the city systems, students can work in small groups to create simple models of city systems using craft materials. They can then present their models to the class, encouraging both creativity and teamwork.

Fred Rogers wisely said, “Play is often talked about as if it were a relief from serious learning. But for children, play is serious learning.” Using play-based learning keeps students engaged and motivated throughout the inquiry process.

Encouraging Participation with Meaningful Incentives

While intrinsic motivation is the long-term goal, small incentives can help spark interest, especially at the beginning of a new unit or when introducing a challenging task. Instead of always using stickers, teachers can offer Extra play time, bring your favorite toy, movie time.

Group rewards, such as earning tokens for demonstrating the learner profile attributes like being caring, principled, or a good communicator, teach students that collective effort leads to shared success. These strategies reinforce collaboration and help children see that learning together is powerful and rewarding.

Supporting Every Child’s Motivation

Recognizing and Valuing Individual Strengths

Every learner is unique, with different talents, interests, and learning styles. Some children love storytelling, others excel in hands-on activities, while some shine in leadership roles. As educators, we must observe these strengths and provide opportunities for children to express themselves in ways that suit them best.

During group work, students can take on different roles based on their strengths and interests. For example, one student might design a visual poster, another could research and summarize key information, while a third might focus on collecting and organizing data. This approach fosters student agency, encourages collaboration, and builds confidence as each learner contributes meaningfully to the inquiry process.

By celebrating individual achievements, such as saying, “I loved how you explained your thinking today!”, we nurture self-esteem and motivation.

Building Collaboration and Teamwork

Besides personal growth, children need to develop strong collaborative skills. IB’s focus on international-mindedness and collaborative learning helps children appreciate different perspectives and work respectfully with others. Activities like design challenges, story circles, or problem-solving stations encourage children to practice listening, sharing, and decision-making together.

Before group tasks, it is useful to set clear agreements, like respecting each other’s ideas and ensuring everyone has a role. As Helen Keller said, “Alone we can do so little; together we can do so much.” A classroom culture that values teamwork not only keeps students motivated but also builds essential life skills.

General Perspectives and Key Takeaways

Balancing Intrinsic and Extrinsic Motivation

Motivation varies from child to child. Some learners naturally enjoy tasks (intrinsic motivation), while others respond better when small rewards (extrinsic motivation) are used initially. It is fine to begin with external motivators to catch attention, but over time, we should encourage learners to take pride in their own growth. As Ryan and Deci remind us, “True motivation comes from within.” Our ultimate aim is to help students develop self-driven learning habits.

Partnering with Parents

Parents play a key role in supporting children’s motivation at home. Simple habits like giving positive feedback, recognizing effort, and allowing children to make small choices build confidence and responsibility. When school and home environments both focus on effort, respect, and kindness, children flourish.

Takeaways and Suggestions

Here are some key suggestions for teachers and parents:

• Do not compare children. Respect their learning journey. Each child grows at their own pace. Celebrate their progress.
• Praise effort, not just results. Recognize hard work and persistence to build confidence.
• Create a safe, inclusive environment. Children thrive where they feel secure and respected.
• Give children choice and voice. Agency increases motivation and responsibility.
• Keep learning fun and connected to real life. Engaging activities deepen understanding.
• Listen to children’s ideas. Valuing their thoughts builds trust and motivation.
• Balance rewards with deeper encouragement. Use small incentives wisely but focus on building intrinsic motivation over time.

Motivation is about more than just rewards or praise, it is about creating a nurturing space where every child feels valued, safe, and inspired to grow.

This pyramid shows how intrinsic and extrinsic motivation help a learner move from feeling unsure to becoming confident and independent. At the base, learners need more guidance and external encouragement. As they move up, their interest and confidence grow with both intrinsic and extrinsic support. At the top, they become self-motivated, enjoying learning. This reminds us that both types of motivation matter, but our aim is to help children feel proud and motivated from within.

The table below shows how intrinsic and extrinsic motivation affect different parts of a child’s learning process. By comparing both types, we can understand their impact on interest, effort, creativity, and long-term learning, helping teachers and parents guide children in a balanced way.

Conclusion

Motivating young learners is a continuous journey that requires love, patience, and understanding. In lower primary, children’s feelings, interests, and friendships deeply influence their learning. As educators and parents, it is important to observe their needs closely and provide the right support.

Through strategies like emotional check-ins, collaborative activities, meaningful feedback, and recognizing individual strengths, we can create an environment where every child feels excited to learn. Balancing intrinsic and extrinsic motivation ensures a joyful, purposeful learning experience that prepares children to be confident, lifelong learners.

In the end, it is not just about teaching lessons, it is about helping children feel happy, valued, and eager to discover new things every day.

References

Dweck, C. S. (2006). Mindset: The new psychology of success.

Fred Rogers. (n.d.). Quotes on play and learning.

Helen Keller. (n.d.). Quotes on teamwork.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation.

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