with the assumption that there is no homework in preschool what is a proper reward/punishment for preschool?

i was think about increasing/decreasing the amount of snacks they get.
or you can adjust how long nap time is.

There must be a favorite game they have, a favorite sing-along or activity, recess, etc...
With preschool, I would also find another way to display their progress. Tally marks won't make alot of sense to them, but if you had a laminated strip on the wall with graphics to represent their goals, then moved a marker along the line to see how close / how far away they were getting, it might be easier for them to grasp.

What about taking a picture, or drawing one, of the thing that you are working towards earning...cut that into puzzle pieces...use the puzzle pieces to add onto the picture instead of tally marks...this will work for pre-k, I think, but may not be suitable for younger children

Those are good, but the "moving toward the goal" idea kind of changes how the scoreboard works (you need to be able to rig it and make them win or not win without adding or taking away lots of points). What about keeping the regular scoreboard, but having some kind of magnet or velcro pictures or something, and lining them up alongside one another, so it can be easily seen whether "smileys" or "frownies" are ahead?

I started using Whole Brain teaching in January and I keep it simple - I have a chart with a smiley and a sad face and keep track of tallies on it. If at the end of the day there are more smileys than sads they get a happy stamp on their hand. I've gotten away from stickers because they play with stickers too much. We don't keep a running tally for the week or try to get more because at Pre-K level they live for the present. A stamp on the hand is enough for them. If there are more sads than smileys, I give a hug at the end of the day instead. They like hugs but would rather have a stamp!

Preschoolers are punished by having a favorite toy taken away for a specific amount of time or having to sit in timeout or maybe missing part of recess(but you have to give several warnings first and tell them that what happens is up to them--if they make the choice to continue with bad behavior then they have to have a consequence (that you tell them up front) or they can change their behavior and continue to participate). They need choices and the ability to be "in control" of themselves. The majority of young children are learning how to act, you have to model how you want them to act and constantly give positive reinforcement. You can not take away needs from a preschool child (food/snacks, naptime, P.E., learning time, etc).

For Kinder I use the smiley and frowny points for a shorter/longer recess. If we have more smilies than frownies then they get a "longer" recess and they get to use the bikes, balls, sandtoys, and blocks. If they are equal, we still get the sandtoys and blocks but no balls or bikes. If there are more frownies than smilies then they get no extra toys and we spend some "Quiet--Think Minutes" inside thinking about what rules we have broken and how we will do a better job of following them. FOr this age of children it is best to use things that they like to play with as the incentive. YOu can even have "surprise" days where they don't know what the incentive is and if they get more smiley points you could surprise them with things like bubbles or sidewalk chalk!
For the tally marks, a friend I know used different magnets or used stickers to make magnets and put them up on the board. For example, when the children were learning about insects she used ladybugs for smilies and crickets for frownies. Then they just looked at which one had more and less.

I started using the WBT techniques in February, so my Pre-K kids were more familiar with the concept of more or less, and how to count to 30+. The scoreboard with the tally marks worked well - they loved it! They loved waiting for that prompt to shout "oh yeah!" and the mighty groan. We would also count the tally marks from time to time and they would tell me which has more or less. They knew before actually counting, but the counting helped the new students who didn't know how to count past 5. Some of them even could tell me how many more smileys they had than the frownies, etc.!

This was a great question. I had not considered how the childrens' minds would work at the beginning of the year when they may not understand the concept of more or less or how to count. To build that understanding, I might use counters intead of tallies, since, let's say, a ladybug might be more interesting and exciting to them than a line made with a marker. I could use a big ladybug when I want a big "oh yeah!" or a big might groan. I could possibly extend that and use skinny and fat ones for thin frail voices, and hearty voices, etc., (and thereby throw in those adjectives and opposites for exposure).

I think all in all, at the beginning of the year, the "more of less" or "which one is winning/losing" concept is not going to be my main concern. I am going to focus on making the students excited about getting to cheer. If the kids love to cheer, they will do what it takes to cheer. I will still reward them with a minute of center time or playground time, etc., but I will just have to tell them if the smileys or the frownies won until they are able to figure it out on their own!