ECE 28 CLASS NOTES • WEEK 7 • CHAPTER 12
KEY TERMS
● behavior modification
● intrinsic reinforcement
● modeling
● observational learning
● preventive discipline
● redirection
● "sit & watch"
● descriptive praise
● logical consequence
● natural consequence
● operant conditioning
● prompting
● reinforcement
● task analysis
● fading
● manual prompt
● negative reinforcement
● positive reinforcement
● punishment
● reinforcers
● time-out
DEVELOPMENTAL & BEHAVIORAL PRINCIPLES: A BLEND
● Historical influences: A developmental-behavioral approach to teaching has been evolving for 40 years. Hunt
(influenced by Piaget) theorized that development was not independent of external influence, & that changes in
a child's thinking were a direct result of a child's exploration of the environment.
● Intrinsic motivation: Learning opportunities which hold a child's attention just beyond their current skill level.
The right match is a way to provide rewarding feelings of pleasure & motivation to learn. Children seek
additional learning because they want to & it makes them feel good.
● Learning from success, the role of environmental
influences (Bijou 1959, 1993):
■ Results (consequences) of a child's behavior are the crucial element.
■ Children learn whatever brings them feelings of success & a positive outcome.
■ Children avoid behaviors that result in failure & have negative consequences.
■ Result is a learning environment in which children are successful & motivated.
● Environmental arrangements: arranging the learning environment to support a child to take the next step in
skill development.
■ Friedrich Froebel (1782-1852) founder of the kindergarten movement. He said young
children need hands-on with concrete materials to enjoy, examine & manipulate.
■ Maria Montessori (1870-1952) a gifted physician, known for working with children with
developmental delays & disabilities. She designed & demonstrated systematic & sequential learning
activities based on what she called didactic materials.
■ John Dewey (1859-1952) a proponent of the progressive education movement, put emphasis on
the learning environment & the teacher. The teacher made the difference; responded, supported &
guided children.
● The approach of Froebel, Montessori & Dewey to early education reflects a developmental-behavioral blend
which includes:
■ Learning environment matched to child's current skill level.
■ Materials & activities sequenced in segments.
■ Emphasis on learning - play & active involvement.
■ Teacher serves as guide & facilitator.
BEHAVIOR PRINCIPLES & PRACTICES
● All children are teachable:
■ Different rates, strategies, modalities.
■ Teachers need to be knowledgeable about child development & practice basic behavioral principles.
■ Responsive learning environment matched to developmental skill level.
■ Behavioral approach starts where the child is developmentally & builds from there, step-by-step.
BEHAVIOR PRINCIPLES & PRACTICES
● Reinforcement procedures:
■ Research related to operant conditioning, behavior modification & learning theory.
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■ Triggered by antecedent events. These events, either internal or external, lead to increases or
decreases in a behavior, according to its consequences or reinforcers.
■ ABC format: A = Antecedent event, B = Behavior, C = Consequence.
BEHAVIOR PRINCIPLES & PRACTICES
● Negative reinforcement:
■ The strengthening of a behavior by removal of an unpleasant consequence.
■ A reinforcing event in which something is removed following a behavior.
● Intrinsic reinforcement:
■ Provides feelings of pleasure & personal satisfaction from accomplishment, discoverer, problem solving.
BEHAVIOR PRINCIPLES & PRACTICES
● Positive reinforcement:
■ Verbal responsiveness
■ Descriptive praise
■ Physical proximity
■ Physical contact.
■ Physical assistance
■ Providing things that children want
● Natural consequences: Consequences that would occur without a teacher or parent's intervention.
● Logical consequences: Consequences that an adult determines but are related to the child's behavior.
● Withdrawing or withholding reinforcers: Reinforcement is taken away or held back. Used when an
inappropriate behavior is not decreasing.
● Incompatible behaviors: Two or more responses that cannot occur together. In other words an inappropriate
behavior cannot occur at the same time as an appropriate behavior.
● Catch the child being good: Spontaneously respond to appropriate things that children do all day long. Do not
focus on what is inappropriate, and focus on what is appropriate.
● Punishment & side effects of punishment: In general, punishment leads to loss of self-confidence & self esteem.
● Discipline vs. Punishment: Discipline teaches self control & how to behave. Punishment temporarily stops
behavior, but does not teach appropriate behavior.
● Reminders, redirection, & reprimands: For many children a reminder or redirection is enough.
● "Sit & watch": Is a mild form of time-out.
● Time-out: An extreme form of withdrawing reinforcement. Time-out should only be used as last resort.
STEP-BY-STEP
● Observation & Task Analysis:
■ Teacher watches a child perform a task. During the observation, the teacher makes a list of the
individual steps to teach in a systematic order.
● Prompting, fading & cueing:
■ Physical & verbal assistance is referred to as prompting & cueing.
■ The process of gradually & systematically reducing assistance (prompts & cues) is called fading.
● Amount & Timing of Reinforcement:
■ How much is enough? It varies from child to child.
● Praise:
■ Could be praise statements used in prompts & cues.
■ Descriptive praise gives specific feedback.
LEARNING BY IMITATION
● Children watch & then imitate, called observational learning.
● Children learn both positive & negative behaviors.
● Skills modeled by older & more skilled children serve as motivation.
● Teachers can provide descriptive praise.
● Not all children know how to imitate. Children with special needs may require specific instruction.
COMPETITION IS INAPPROPRIATE
Promoting competition among young children establishes an uneasy learning environment.
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