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. 1

 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. 2