Reward charts can be a shared record for one chosen household or classroom task. This guide offers practical ways to set up a simple chart, choose what to record, and talk about it with children aged 3–8.
Start with one small, observable action and decide together what will be marked on the chart. For more family-learning ideas, browse our Parenting resources and the Educators Support Blog.
- Choose one observable action for a first chart rather than tracking several goals at once.
- Use chart entries and reward choices that are clear before the week begins.
- The available studies discussed here examined token systems in specific research settings; they do not predict an outcome for an individual child.
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What research on token systems examined
In one multiple-baseline study, remote caregiver training was evaluated for using a fixed-interval token system during routine activities that children did not prefer (International Journal of Developmental Disabilities).
Caregivers in that study acquired the skills reported as necessary to implement the token system, and participants reported more positive interactions with their children (International Journal of Developmental Disabilities).
The study did not collect data on the children’s behaviour, and the researchers noted that unplanned household events could have affected the results (International Journal of Developmental Disabilities). These details are useful context when considering a chart at home or in a classroom.
Setting Up a Reward Chart: A Step-by-Step Guide
Choose one task to record first. Write the chart rule before the chart is introduced: what counts as completing the task, when it is checked, and what mark will be added.
1. Define Clear Goals and Behaviors
- Name one action: Write an action that can be seen or heard, such as “put books on the shelf” or “place shoes by the door.”
- State the check-in: Add when the action will be checked, such as after breakfast or before bedtime.
2. Choose Meaningful Rewards
- List the options: Write down a small selection of agreed reward choices or activities before the chart begins.
- Set the exchange rule: State what the completed row, column, or chart can be exchanged for.
3. Design an Engaging Chart
- Choose materials: Use a sheet of paper, a whiteboard, stickers, stamps, or drawn marks.
- Draw the layout: Add one space for each planned check-in and label the task at the top.
4. Introduce the Chart Positively
- Use plain wording: “This chart is for putting your shoes by the door. We will look at it after breakfast.”
- Keep the response brief: Add the agreed mark when the action is completed, or leave the space blank when it is not.
Sample reward-chart formats
These formats can be copied onto paper, a whiteboard, or a note. Change the task names and marks to suit the setting.
1. Good Morning Routine Chart
- Chart title: Morning checklist
- Task: Put clothes in the laundry basket
- Mark: One sticker after the agreed morning check-in
- Exchange rule: Use the reward choice written at the bottom of the chart when the chart is complete.
2. Chore Chart for Older Kids
- Chart title: Home-task chart
- Task: Put napkins on the table before dinner
- Mark: A drawn star at the agreed check-in
- Exchange rule: Review the chart at the end of the stated period.
3. Kindness Chart
- Chart title: Kind-words chart
- Task: Use the agreed phrase during a family conversation
- Mark: Add a stamp when an adult hears the phrase at the planned check-in.
- Exchange rule: Choose from the options already listed on the chart.
Use only one format at first. At the next planned check-in, decide whether to keep it, change the task, or pause the chart.
Practical choices when using a reward chart
Agree on the chart details before starting. The following prompts can guide a brief check-in.
1. Consistency Is Key
- Choose one regular check-in moment. Use the same moment to add a mark, leave a space blank, or discuss a change to the chart.
2. Encourage Self-Reflection
- Try one short question at check-in: “What part felt straightforward?” or “What would you change on the chart tomorrow?”
3. Focus on Progress Over Perfection
- If the task was not completed, use neutral wording: “The space stays blank today. Shall we keep this task or choose a different one for tomorrow?”
4. Adapt and Adjust When Needed
- At a planned review, choose one option: keep the same task, replace it with another task, change the mark, or end the chart.
A sample chart conversation
Try introducing a chart with a short, specific conversation rather than a long explanation.
Adult: “We are trying one chart for putting books back on the shelf. We will check it after dinner.”
Child: “What happens if I forget?”
Adult: “We leave that space blank and try again at the next check-in. On Sunday, we will look at the chart together and decide what to do next.”
What the available studies examined
A study of school-aged children found that choices involving a one-month reward delay predicted classroom behaviour (Journal of Behavioral Education).
In a study of second-grade students using token economies, researchers examined a one-month delay-indifference measure for predicting saving and spending behaviour under two token-production schedules. Children who discounted delayed rewards less and had greater self-regulation accrued and saved more tokens; the variable token-production schedule was more strongly correlated with discounting than the fixed schedule (Journal of Behavioral Education).
These studies examined specific token systems and research measures. They are not a prediction of what will happen for an individual child. For individual developmental or wellbeing decisions, speak with a qualified professional.
Frequently Asked Questions (FAQs) About Reward Charts for Kids
How often should we review the chart? Choose a review point before starting, such as the end of a week or the end of a chart page. At that point, decide whether to keep, change, or stop it.
Can siblings have different charts? Yes. Give each child a separate chart with a separately written task and check-in rule. Avoid comparing one child’s marks with another’s.
What if interest fades? Pause and ask whether the task, mark, check-in time, or exchange rule needs to change. It is also fine to end the chart.
How can we talk about a blank space? Use a brief description of what happened, then return to the next planned check-in. For example: “This space is blank today. We will check again tomorrow after breakfast.”
A small first chart
Begin with one task, one check-in time, and one clearly written mark. Keep the chart where everyone using it can see it, then review it at the time you agreed.
For more ideas on everyday family learning, visit the Parenting section or browse the Educators Support Blog.
