Star Reward Chart: Free Printable Chart for Reception

Star Reward Chart is a free printable chart for Reception (reception | ages 4 to 5), in Early Years Foundation Stage. Colour a star each day you do your job It comes from the Mini Minds Hub, a growing library of free printables from Jaques of London, the British games and toy company that has been making games for families since 1795.

It is two A4 pages. Page 1 is the activity for children. Page 2 is for the grown-up: it has notes on how to use the sheet, help for children who find it hard, a stretch idea, and the answers. Print it at home or in the classroom. Black and white printing works well.

What is on the sheet

This chart includes a table to fill in.

A look at what children will meet:

• Job
• Mon
• Tue
• Wed
• Thu
• Fri

Who this is for

Reception (reception | ages 4 to 5) in Early Years Foundation Stage.

The Early Years Foundation Stage runs from birth to the end of Reception, up to age 5. Children learn best through play, talk and hands-on activity, so this sheet is designed to be shared with a grown-up. Use it at home, in class, on a rainy afternoon or at a family gathering.

What children practise

• Routines
• Responsibility
• Counting stars

Children build good habits and feel proud when they finish small daily jobs.

Learning focus and curriculum link

Subject: PSHE. Key stage: Early Years Foundation Stage. It supports the subject at this level through short, focused practice.

This sheet is a practice and play activity. It supports classroom learning and is not a replacement for it.

How to use it

1. Print both pages. Page 1 is for the child. Keep page 2 for the grown-up.
2. Pick jobs together at the start of the week. Stick the chart where your child can see it.
3. Work through the activity together the first time. Talk about each choice.
4. Check against the notes on page 2 and the answers.
5. Come back to it another day. Repeating a familiar activity builds confidence.

If it feels too hard

Start with one or two jobs and add more as they grow in confidence.

To stretch confident children

Ask your child to count the stars in each row and say which job has the most.

Make it a game

Agree a small treat, like choosing the bedtime story, when the chart is full.

Tips for parents and teachers

• Print on plain A4 paper. Black and white printing works too.
• Work through it together the first time, then let children try alone.
• Praise effort and thinking, not only correct answers.

A screen-free pshe activity for Reception

Children spend a lot of time on screens. This is a screen-free pshe activity that needs only paper and a pencil. It works as quiet time after school, a rainy day activity, a holiday boredom buster or a calm moment before bed. Screen-free learning gives eyes a rest and gets children talking, thinking and writing by hand.

Free pshe resources for teachers

Teachers can use this chart as a starter, a plenary, an early finisher task, a supply teacher resource, a homework task or a table activity. It needs no preparation beyond printing. The learning focus and skills are listed above so you can match it to your planning, and page 2 gives support and stretch ideas for mixed ability groups.

PSHE ideas for parents at home

You do not need to be a teacher to use this. Read the sheet through, sit with your child for the first go and let them lead. Short bursts of ten to fifteen minutes work better than long sessions. If you are looking for free pshe worksheets for Reception, or simple home learning for the weekend or school holidays, this is a good place to start.

Home education and tutoring

Home educators and tutors can print this as part of a wider pshe plan. It pairs well with books, outdoor play and everyday talk. Because the sheet is free and printable, you can use it again for brothers and sisters or for revision a few weeks later.

Why it helps children learn

Hands-on, paper based activities slow learning down in a good way. Children read carefully, think before they answer and see their own progress on the page. Games and challenges add a reason to keep going. That mix of play and practice is why printable activities like this are popular with parents, teachers and home educators.

Curriculum links for teachers

This sheet supports the areas below. It is matched to the published England frameworks. Please check it against your own school plan.

What children will be able to do

• I can do a small job each day.
• I can add a star when I have done it.
• I can feel proud of what I have done.

Check it worked

Ask these when the sheet is finished. Listen for the reasoning, not just the answer.

1. Which job did you do today?
2. How did you feel when you added your star?
3. What job would you like to try next?

Play it for real

Jaques of London has made games and toys since 1795. These go well with this sheet:

• Star Chart for Kids - Kids' Behaviour Chart
• Marble Reward Tracker - Behaviour Jar

More like this

• Calm Down Breathing Cards
• Chore Chart Ages 4 to 6
• Emotions Faces Cards
• Firework Safety Poster

Same subject, one year up: Class Rules Poster | Same subject, one year down: Tidy Up Time Checklist

Why a star chart is worth thinking about

A star chart is simple. A child has a small job to do each day, and they colour a star when it is done. This one runs Monday to Friday, and it is written for Reception. It is a place to see, at a glance, that a small job got done.

The research we found points in more than one direction. We think a fair page should say both. This page gives what we found, says what each source did and did not cover, and then gives our own suggestions, labelled as ours.

The chart has a table with the days of the week and a column for the job. Pick jobs together at the start of the week, as the sheet says, and stick the chart where your child can see it.

What the research says about rewards

We looked for research on rewards and motivation, and we read the abstract of one large review. We have not read the full paper.

• What it covered. Deci, Koestner and Ryan published a meta-analysis in the journal Psychological Bulletin in 1999. It examined 128 experiments on the effects of extrinsic rewards on intrinsic motivation.
• What it found about rewards. The abstract says that engagement-contingent, completion-contingent and performance-contingent rewards significantly undermined free-choice intrinsic motivation. It says tangible rewards, as a group, and all expected rewards, did too. Completion-contingent rewards, which are given for finishing a task, were among those that also undermined self-reported interest.
• What it found about children. The abstract says tangible rewards tended to be more detrimental for children than for college students.
• What it found about praise. The abstract says positive feedback enhanced both free-choice behaviour and self-reported interest. The abstract also says verbal rewards tended to be less enhancing for children than for college students.

Be careful with these results. The abstract describes experiments, and we do not know from the abstract the ages of the children, the tasks, or whether any involved a chart like this one. It says nothing about Reception classes, home routines, or a star chart for daily jobs. It also measured motivation in specific ways, as free-choice behaviour and self-reported interest. So it supports caution about tangible rewards. It does not show that a star chart harms a child.

A Sheffield Children's NHS Foundation Trust information sheet on non-food rewards takes a more positive line. It says rewards can be used for motivation and to encourage positive behaviours. It says that if you use a tick or sticker chart, this in itself is a reward each time a child gets a tick. It is a local hospital resource written for families, not a research study. It also says ongoing praise is just as important as rewards.

What Reception children are expected to learn

The Early Years Foundation Stage (EYFS) statutory framework, on gov.uk, sets the standards for learning, development and care for children from birth to five. Its description of personal, social and emotional development says children "should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary". It also says that "strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others".

At the end of Reception, the early learning goal for Self-Regulation says children at the expected level of development will:

• "Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate."

The early learning goal for Managing Self says children will "Be confident to try new activities and show independence, resilience and perseverance in the face of challenge."

Our own view: A weekly chart with one or two small jobs is one way a family can work on simple goals. The framework does not mention star charts, and we do not say it recommends them.

Why a chart can help, and where it may not

We did not find a study of a star chart for Reception children that we could open and quote, so we make no promise. Here is our reasoning, with the limits stated.

• It makes a goal visible. Our own view: a row of five boxes shows a week in one look. That links to the goal of working towards a simple goal.
• It gives a moment to talk. The sheet asks "How did you feel when you added your star?" Our own view: talking about feelings fits the framework's wording about understanding their own feelings.
• It may not suit every job or child. The abstract does not say whether stars or stickers count as tangible rewards, so how a chart is used may matter. Our own suggestion: use the chart for a few small habits, not for things your child already enjoys.

The chart is a tool. It is not a lesson, and it does not replace the warm relationships with adults that the framework describes.

How to get the most out of the Star Reward Chart

1. Pick one or two jobs. The sheet says to start with one or two jobs and add more as they grow in confidence.
2. Choose jobs together. Our own suggestion: let your child help to choose, so the jobs feel like theirs.
3. Keep jobs small and clear. Our own advice: "Put shoes by the door" is easier to tick than "be tidy".
4. Add the star together. Our own advice: let your child colour it. Say what they did: "You put your shoes by the door."
5. Use words as well as stars. The Sheffield sheet says ongoing praise is just as important as rewards. It lists saying well done, giving a smile, a hug or a high five.
6. Think about the treat. The Sheffield sheet suggests rewards that are not food, and its list includes reading a book together and playing a game together. Our own advice: choose a bedtime story as a small treat when the chart is full.
7. Count the stars. At the end of the week, ask your child to count the stars in each row and say which job has the most.
8. Review after a few weeks. Our own suggestion: if a job has become a habit, take it off the chart and add a new one.

Common mistakes, and what to say

• Too many jobs. Our own advice: go back to one or two jobs, as the sheet suggests.
• Taking a star away. Our own advice: once earned, a star stays. Say what to try tomorrow instead.
• Only praising the star. Our own advice: say what they did, not only that they earned it. "You remembered your reading folder" is clearer than "well done" on its own.
• Comparing with a brother or sister. Our own advice: keep each child's chart separate and do not rank them.
• A big prize that never ends. Our own suggestion: a small treat that you can actually give, such as the bedtime story choice, is easier to keep up than a large one.
• An empty week. Our own advice: if the chart goes quiet, do not tell your child off. Ask: "What made it hard this week?" Then shrink the job.

Why teachers matter to us

We are a games company, and we have been making games for families since 1795. We do not think a printable replaces a teacher. A 2011 interim report for the Sutton Trust looked at how much teachers affect pupil achievement. It found that in one year with a very effective maths teacher, pupils gain 40% more learning than with a poorly performing maths teacher. That finding is about maths teachers, not early years, so we do not claim it for Reception. We cite it as a sign of how much teaching can vary.

The report also said that for poor pupils the difference between a good and a bad teacher is a whole year's learning, and that paper credentials explain less than 8% of teacher quality. A University of Bristol working paper found considerable variability in teacher effectiveness. Our view: a Reception teacher who knows each child will do far more with a star chart than a printed page can. We are grateful to them.

A caution on the Sutton Trust figures: the report draws on US studies as well as English ones. The 40% compares a very effective teacher (at the 84th percentile) with a poorly performing one (at the 16th percentile). The figure that paper credentials explain less than 8% of teacher quality comes from US research. We use them as pointers, not as a promise about any one child.

Why education matters to us

Our own view: the first years at school are about more than letters and numbers. They are also about learning to wait, to try, and to take pride in small jobs. We want every child to start school feeling capable. Jaques of London has made things for children for generations. The Mini Minds Hub is our way to carry that on: free, screen-free, and simple enough for a parent at a kitchen table to use alongside a teacher in a classroom.

Star Reward Chart: 20 questions and answers

1. What jobs should go on the chart?

Our suggestion: small, clear jobs your child can do alone, such as putting shoes by the door or putting toys in a box.

2. How many jobs should I start with?

The sheet says to start with one or two jobs and add more as they grow in confidence.

3. Do star charts work?

We did not find a study of a star chart for Reception that we could open. A large meta-analysis abstract supports caution about tangible rewards, and a hospital trust sheet takes a more positive view. Both are described above.

4. Can rewards put children off a task?

One 1999 meta-analysis of 128 experiments found that several kinds of reward significantly undermined free-choice intrinsic motivation. It was not about star charts or Reception classes.

5. Does praise do better than stickers?

The same abstract says positive feedback enhanced free-choice behaviour and self-reported interest. We cannot say from it that praise beats stickers for a particular child.

6. Does the abstract say anything about young children?

It says tangible rewards tended to be more detrimental for children than college students. It does not tell us the children's ages in the abstract.

7. What should the reward be?

The Sheffield sheet gives non-food ideas, including reading a book together and playing a game together. Our own suggestion: choose something that gives time with you.

8. Is the star itself the reward?

The Sheffield sheet says that, with a tick or sticker chart, this in itself is a reward each time a child gets a tick. Our own view: you may not need anything more.

9. What if my child does not want to fill it in?

Our own advice: stop for a few days, then try again with a smaller job or a different one.

10. Should I take stars away?

Our own advice: no. Let earned stars stay.

11. What goes in the Job column?

One job per row. The sheet suggests picking them together at the start of the week.

12. What can my child count at the end of the week?

The stars in each row. Ask which job has the most. This is the stretch idea on the sheet.

13. How does this link to the early years curriculum?

The EYFS Self-Regulation early learning goal includes setting and working towards simple goals. The framework does not mention star charts.

14. What else does the framework say about feelings?

It says strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others.

15. What are early learning goals?

The framework says that in reception year, teachers and practitioners also use the early learning goals, which summarise the knowledge, skills and understanding young children should have gained by the end of the EYFS.

16. How often should I look at the chart?

Our suggestion: once a day, at about the same time, so it becomes part of the routine.

17. What if there are two children?

Our own advice: give each a chart, with jobs that suit each child.

18. When do I stop using the chart?

Our suggestion: when a job is happening without a prompt, replace it with a new one or drop the chart for a while.

19. Does a chart replace talking?

No. The Sheffield sheet says ongoing praise is just as important as rewards. Talk about what happened, not only the star.

20. Is this a replacement for a teacher?

No. A Sutton Trust interim report found that a very effective maths teacher gives pupils 40% more learning in a year. That is about maths. Our own view: a chart works best beside good teaching.

Sources

1. Department for Education, Early years foundation stage statutory framework: gov.uk (the quoted wording is in the statutory framework PDF linked from that page).
2. Deci, E. L., Koestner, R. and Ryan, R. M., "A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation", Psychological Bulletin, 125(6), 1999 (abstract): pubmed.ncbi.nlm.nih.gov.
3. Sheffield Children's NHS Foundation Trust, Easy rewards and motivation without food: library.sheffieldchildrens.nhs.uk.
4. Sutton Trust, Improving the impact of teachers on pupil achievement in the UK, interim findings (2011): dera.ioe.ac.uk.
5. Slater, Davies and Burgess, University of Bristol CMPO Working Paper 09/212 (2009): bristol.ac.uk.

Frequently asked questions

What age is Star Reward Chart for?

It is written for Reception (reception | ages 4 to 5), in Early Years Foundation Stage.

What will children practise?

Children build good habits and feel proud when they finish small daily jobs.

How do I use it?

Pick jobs together at the start of the week. Stick the chart where your child can see it.

What if it feels too hard?

Start with one or two jobs and add more as they grow in confidence.

Is it free?

Yes. It is free to print for home and classroom use.

Is Star Reward Chart suitable for teachers to use in class?

Yes. Teachers can use it as a starter, plenary, early finisher task, homework or table activity. It needs no preparation beyond printing.

Is this a screen-free activity?

Yes. It is a screen-free printable that needs only paper and a pencil, so it works well for quiet time, rainy days and school holidays.

Can I use it for home education?

Yes. Home educators and tutors can use it on its own or as part of a wider plan. It is free to print again for brothers, sisters or revision.

How long does it take?

Most children finish page 1 in 10 to 20 minutes. The notes on page 2 suggest ways to make it shorter or longer.

Do I need to print in colour?

No. It prints well in black and white on plain A4 paper.

More free printables

More for Early Years Foundation Stage | More pshe printables | Free printable games | All Mini Minds Hub resources