Does a reward chart work for children? The steps to setting up a star chart properly, the most common mistakes and when to phase the chart out, with examples.
A chart on the fridge door, held up with a magnet and drawn with coloured pens. At the top it says "Ece's Stars"; underneath are eight items such as "brush your teeth", "tidy your toys", "don't hit your brother", "do your homework", "eat your vegetables" and "go to bed early". In the first week the chart fills up with stars, and Ece runs excitedly to the fridge every morning. In the second week the stars thin out. By the third week nobody looks at the chart, and one day the magnet falls to the floor. This story, familiar to many families, brings parents to the question: does a reward chart really work, or does it make a child dependent on rewards? The answer lies in how the chart is set up. In this article we look at when a star system is useful, how it should be set up, the most common mistakes, and when to give the chart up.
What Is a Reward Chart and How Does It Work?
A reward chart is a system in which a child earns a star, sticker or point each time they carry out a particular behaviour, and the points they collect turn into a reward agreed in advance. It is based on one of the core principles of the behavioural approach, positive reinforcement: a behaviour that is met with a pleasant outcome is more likely to be repeated.
There is actually more than just the reward behind why a chart works. A well-designed chart:
- Makes expectations visible and concrete. Instead of "Be good", it offers a clear goal such as "Be dressed by 7.30 in the morning".
- Turns a parent's attention towards positive behaviour. To give a star, you need to notice the moment your child does the right thing.
- Gives a child the chance to see their progress. Stars adding up feed the child's feeling of "I can do it".
- Reduces the load of arguments and reminders at home. When the rules are written on the chart, the chart speaks instead of the parent's voice.
So it is more accurate to think of a reward chart not as a "bribery" system but as temporary scaffolding used while learning a new skill.
When Does a Star System Work?
A reward chart is not a tool suited to every problem. It is more effective in these situations:
When building a new habit: Routines that haven't yet settled, such as getting dressed independently, washing hands after the toilet or getting their bag ready before bed, are learned more easily with a chart.
In morning and evening routines: The rush before the school bus arrives in the morning is a shared headache in many homes. Showing the breakfast, teeth-brushing, getting-dressed and bag steps on a chart lets the child know what to do and saves the parent from constant reminders. For more suggestions on morning tension, see our article on the morning school rush.
When focusing on a single behaviour the child struggles with: For example, stopping hitting a sibling or starting homework on their own.
For children who have difficulty with attention and impulse control: These children benefit more from immediate, concrete feedback than from distant goals. A visual chart and frequent small rewards can help sustain their motivation. You can find information about the signs of attention difficulties in our article on ADHD symptoms.
On the other hand, a reward chart is not enough on its own for behaviour that stems from an underlying emotional cause such as anxiety, grief, trauma or a serious problem within the family. If a child does not want to go to school because they are being bullied, stars will not reduce their fear.
How Do You Set Up a Reward Chart? Step by Step
1. Choose no more than one to three goals
Overloading the chart is the most common mistake. A child cannot be expected to change eight behaviours at once. Start with one or two goals; once these have settled, you can add new ones.
2. Write the goal in concrete, positive language
Phrases such as "Don't be naughty" or "Be good" do not tell a child what they should do. Instead, write a visible, measurable, positive behaviour:
- Instead of "Don't hit your brother": "When you're angry, keep your hands to yourself and tell me"
- Instead of "Don't mess up your room": "Put your toys in the box before bed"
- Instead of "Don't put off your homework": "Start your homework after you come home from school and have eaten"
3. Keep the goal at a level your child can reach
A good way to start is with a behaviour your child can currently manage about half the time. Setting a goal they cannot reach at all means a child who earns no stars in the first few days quickly loses interest in the chart. The experience of success feeds motivation.
4. Set up an age-appropriate system
- Three to five years: Use concrete marks given immediately, such as stickers or coloured stamps. The reward also needs to be close; for example, a small reward when three stickers have been collected. At this age, waiting for weeks is meaningless.
- Six to nine years: A points or star system can be used. Small daily rewards together with a bigger weekly reward work well.
- Ten and over: Rather than a chart, an "agreement" written together with the child may be more suitable. At this age it is important for the child to have a say in setting the goals and rewards.
5. Decide on the rewards together with your child
Having your child prepare a "reward menu" involves them in the process. Most rewards should not be material. For example:
- Choosing the menu for Sunday breakfast
- Ten extra minutes of story time in the evening
- Going to the park or the seafront alone with a parent
- Choosing the film the family will watch at the weekend
- Inviting a friend over
Rewards like these both motivate a child and strengthen the relationship.
6. Give the star straight away and with enthusiasm
The star should be given immediately after the behaviour. As you do so, name the behaviour: "You got your bag ready before the school bus came this morning, you've earned this star!" Your attention and delight are as much a reward as the star itself.
7. Make the chart together and put it somewhere visible
Rather than printing a ready-made one, making the chart together with your child gives them a sense of ownership. Cutting a board out of card, writing the goals together, and for a child who cannot yet read, drawing a little picture next to each goal (a toothbrush, a bag, pyjamas) can be an enjoyable part of the process. Hang the chart somewhere your child will see it every day but that won't attract visitors' attention; the inside of your child's bedroom door or next to the bathroom mirror are good options. Relatives or neighbours asking "How many stars did you get today?" can turn the chart into a test and a source of embarrassment for your child. A short review of a few minutes at the end of the week also helps: What went well, where did you find it hard, what shall we change next week?
When Does a Reward Chart Backfire?
A chart that is not set up properly wears out both the child and the parent. The most common mistakes are:
Taking stars away: If a child earns a star for one behaviour but loses it for another mistake, the chart stops being a reward system and becomes a tool of punishment. A star that has been earned should not be taken back.
Inconsistent use: If a star is given one day and forgotten the next, or one parent uses the chart while the other ignores it, the child loses trust in the system.
The reward being too far away: Distant goals such as "We'll buy you a bike at the end of the month" do not motivate, especially for young children.
Competition between siblings: Putting siblings' stars side by side on a single chart pushes them into comparison and rivalry. Each child should have their own chart and their own goal.
Linking something they already love to a reward: If a child already enjoys reading, giving a reward for every book they read can weaken the value of reading itself. It is a well-known observation in the field that intrinsic interest can sometimes decrease with rewards given from outside. A reward chart should be used not for things a child does of their own accord but for behaviours they find hard.
Linking everything to the chart: A child who starts saying "I'll do it if you give me a star" shows that the system has been made too broad. Some behaviours are expected simply as part of being in the family; not every one of them gets a reward.
The real aim of a reward chart is not to collect stars but for your child one day to keep up that behaviour without needing a star.
About School Report Presents and Exam Rewards
In many families in Turkey, promises are made such as "If your school report is good, we'll buy you a bike" or "If you get a high score in the LGS (Turkey's national high-school entrance exam), the phone is yours". Large, distant rewards like these do not work like a reward chart. A child cannot stay motivated for a whole year thinking about the same reward; on top of that, the anxiety of losing the reward can increase stress during exam periods.
Instead, it is more helpful to focus on effort. Recognising regular study each week, or finishing a topic they had planned, in a small and concrete way rewards the process rather than the result. Of course it is lovely to celebrate on school report day; but if that celebration is aimed at the effort the child has shown all year, regardless of marks, it shows them that their worth is not just the numbers on a report.
How Do You Phase Out a Reward Chart?
A good reward chart is designed to make itself unnecessary. Once the target behaviour has been happening regularly for a few weeks, you can reduce the chart gradually:
- Increase the number of days needed to earn a star (for example, a star every three days instead of every day)
- Reduce concrete rewards and put more weight on verbal recognition and time spent together
- Remove the chart with a "graduation" ceremony: "You can do this without stars now, that's a really big achievement!"
- If needed, make a new chart for a new goal
If the behaviour slips back a little after the chart is removed, don't panic. Bringing the chart back for a short while or increasing verbal recognition is usually enough.
When Should You Seek Professional Support?
A reward chart, set up properly, is a useful tool for many families. However, it may be wise to seek support from a specialist in the following situations:
- If there is no change at all within a few weeks even though the chart has been set up properly and used consistently
- If your child's behaviour problems continue in more than one area, at home, at school and among friends
- If distractibility, excessive activity or impulsivity are making daily life noticeably harder
- If you think there is an emotional cause behind the behaviour, such as anxiety, sadness or a loss
- If arguments at home about rewards and punishment have become a serious source of conflict between the parents
These situations do not on their own mean a diagnosis; but an assessment is helpful for understanding the reason behind the behaviour.
How Are Behavioural Methods Used in Therapy?
In cognitive behavioural therapy, reward systems are one of the important tools of parent guidance. But the aim here is not just to make a chart. First, when, where and with which reactions the behaviour occurs are examined in detail. What happens before the behaviour, what happens during it, and what does the child meet afterwards? This analysis determines which goal to choose and which reinforcer will work.
As well as setting up the chart, parents work on the skills of noticing positive behaviour, giving clear instructions and staying consistent. The process is followed up with regular sessions, and the chart is adjusted when needed.
With young children whose behaviour is thought to carry an emotional burden, play-based work can also be done. In child-centred play therapy, a child expresses themselves in an environment where they are fully accepted, without any expectation of reward or punishment. This experience can also contribute to developing the inner motivation needed for behaviour change. You can find details of this approach on our child and play therapy page.
Frequently Asked Questions
Will a reward chart make my child dependent on rewards?
A short-term chart focused on a single goal does not make a child dependent on rewards. The problem arises when a chart is used for every behaviour and indefinitely. Using the chart as temporary support for learning a new skill, and reducing it over time, lowers this risk.
My child gets very upset on days they don't earn a star. What should I do?
This may be a sign that the goal is too hard for your child. Try making the goal a little more achievable. On days they don't earn a star, it is important to recognise their effort by saying "We'll try again tomorrow, and you did this part really well today."
The teacher also uses a star system in class. Should I do it at home too?
Using a similar language at school and at home provides consistency, but there is no need to link the two systems. Punishing a child at home for scoring low on the class chart means judging them twice. The chart at home should focus on goals at home.
Is it right to give screen time as a reward?
Screen time can sometimes appear on the reward menu, but it should not be the only reward. Constantly using screens as a reward increases their value in a child's eyes and can make limiting them harder. Activities done together and privileges offer a more balanced option.
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Eda Erkan Alapala
Klinik Psikolog. İstanbul Kent Üniversitesi Klinik Psikoloji Tezli Yüksek Lisans mezunu; bilişsel davranışçı terapi, çocuk merkezli oyun terapisi ve çocuk-ergen psikoterapisi alanlarında eğitimlerini tamamlamıştır.
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