Is reinforcement an effective strategy to use for classroom learning?

The Duncan, Kemple, Smith, article describes the effectivity of Reinforcement in the Early Childhood classroom. They give many examples that support the idea that reinforcement has a positive influence on young children. If reinforcement is given in the right way and in the right amount, students will be motivated to work hard for no reward, intrinsic motivation. The use of reinforcements must be in a moderate amount and must be given in a way to not be demeaning to the child. Some reinforcements can make the students that are not receiving it feel that they are bad or did something wrong or children will only work to receive rewards and not to benefit themselves. There are different types of reinforcers that should be used at appropriate times such as Social reinforcers, activity reinforcers, and tangible reinforcers. Social reinforcers are the simplest and most common examples are smiling and praise. Examples of activity reinforcers are giving students jobs such as line leader, or desk washer or extra recess or free time. Tangible reinforcers are stickers, and prizes, physical rewards. Tangible reinforcers should be used in moderation more so than activity and social reinforcers. The reinforcers used in the classroom must be chosen wisely with much thought to the effects it will have on the child being praised and the rest of the class.
The Wolfgang article demonstrates and provides examples as to why reinforcers could be devastating to a child's development. Developmentalists believe that rather than rewarding children when they do the right thing, the teacher should question why they do things wrong or behave badly. When a child acts out or does not work well with their other classmates, the teacher should try and find the source of the problem and work closely with that student to find the solution. Developmentalists believe that the best solutions to problems in the classroom are to address the matter on a personal level, to try to get to know the student better and to make them feel more comfortable in the classroom. Teachers may even try to comfort the student by "cuddling" with them or giving them special personalized attention. Teachers should make an effort to make each child feel comfortable coming to school this way students will have the ambition to learn, not because of promises of extra recess time or toys but because they want to learn.
I agree with the first article that reinforcers are positive methods of creating an enthusiastic, well balanced classroom. Children react in a much greater way when the teacher smiles and them or says "Excellent job!" rather than being pinpointed as a child who needs extra attention. At a young age, children focus their attention on play time, activities, outdoor play, and free time, rather than learning in a classroom all day. When the environment they are in is fun with hands on activities and classroom interaction, the students become more inclined to listen and learn to what the teacher is saying. If children with special needs, learning disabilities, or social interaction issues and pinpointed and pulled aside and given extra attention it makes them feel uncomfortable. It makes them look less capable than the rest of the class, while the rest of the class looks to those students with resentment because they are getting personal time with the teacher. Reinforcing and encouraging students to be engaged in a lesson is much more effective than pondering as to why they do not want to listen. When children do the right thing and do well in school they deserve a reward whether that is a smile or a sticker.