Correspondence between saying and doing: teaching children to share and praise.

The team worked with preschoolers who had no diagnosis.

They wanted kids to both say and actually do sharing and praising.

First they showed a film of models sharing and praising.

Next they asked each child, "Did you share?" or "Did you praise?"

They gave stickers only when the child’s spoken claim matched what the child really did.

This mix of modeling and reward for honest reports is called correspondence training.

When true reports earned stickers, honest answers rose.

At the same time, real sharing and real praising also rose.

Some children kept sharing and praising later, even without rewards.

The study showed that rewarding honest words can grow both honesty and kind acts.

Kydd et al. (1982) tried a loose-training style years earlier.

They let older kids with disabilities pick when to use new words.

Both studies show that letting the learner steer helps skills travel to new places.

Juanico et al. (2016) also used single-case designs with typical preschoolers.

They used favorite toys to grow self-control, while A et al. used praise for true reports.

Same age group, same solid design, different target skill.

Together the papers show preschoolers respond well when rewards are clear and quick.

You can copy this in any early-childhood room.

Set up a chance to share or praise.

Watch what really happens.

If the child’s words match the action, deliver a fun reward right away.

If the words do not match, withhold the reward and prompt the truth.

In minutes you build both honest talk and kind behavior with no extra toys or drills.