Chapter12 allen7e

©2012 Cengage Learning.
All Rights Reserved.
Chapter 12
The Developmental-Behavioral Approach

Developmental and Behavioral
Principles: A Blend
• Historical influences
– Maturationists believe that development is
independent of experience.
– Constructivists say that is not entirely true.
There needs to be a match between
developmental level and experience.

Principles: A Blend (continued)
• The problem of the match
– Providing materials for children at the right
time in the right way is a concern for teachers.
– Materials should lead to rewarding
experiences, and children should feel proud
that they did it themselves.

• Learning from success
– Teachers break learning down into small
steps and reward the success of mastering
the little steps.
– Children then are motivated to learn more.

• Environmental arrangements
– A prepared learning environment matched to
each child’s current skill levels
– Materials and activities sequenced in small
enough segments to provide both success
and challenge
– Emphasis on learning through play and active
involvement with appropriate materials
– Responsive teachers who serve as guides
and facilitators rather than instructors

Behavior Principles and Practices
• Every child can learn
– Teachers need to believe that every child can
learn.
– There needs to be a responsive learning
environment.

(continued)
• Reinforcement procedures
– Negative reinforcement
• Strengthen behavior by removing an unpleasant
consequence.
– Intrinsic reinforcement
• Feelings of accomplishment from completing a
task, discovering something new, or solving a
problem.

(continued)
– Positive reinforcement
• A pleasant consequence for doing a behavior,
increasing its likelihood.
– Adult social reinforcement
• Children turn to adults to see how to react to
behaviors.

(continued)
– Teacher behaviors that have a strong impact
on children:
• Verbal responsiveness
• Descriptive praise
• Physical proximity
• Physical contact
• Physical assistance
• Providing things that children want

(continued)
– Natural and logical consequences
• Natural consequences—occur without teacher
intervention
• Logical consequences—set up by adults as results
to a child’s behavior

(continued)
• Withdrawing or withholding reinforcers
– Taking away a desired object as a result of
behavior
– Teachers may
• Ignore behavior
• Remove materials that are causing the behavior
• Remove the child from the activity

(continued)
– Incompatible behaviors
• Two behaviors that counteract each other cannot
be present at the same time.
• Example: walking and running cannot occur
together.
– Catch the child being good
• When the child is good, praise the child, increasing
the good behavior.

(continued)
• Punishment
– Punishment stops a behavior for the moment,
but does not cause behavior to change.
– Side effects of punishment
• Effects are undesirable. If you yell to stop a
behavior, you are modeling yelling. The children
begin to yell.

(continued)
• Discipline versus punishment
– Punishment stops a behavior for the moment,
but nothing is gained.
– Discipline guides the child to learn a new
response or behavior.

(continued)
– Reminders, redirections, and reprimands
• Remind a child of the expected behavior.
• Redirect them to a different behavior.
• Reprimand with a verbal warning to stop a
behavior.

(continued)
– Sit and watch
• Child sits at the edge of the play activity and
watches.
• Child learns consequence.
• Child learns appropriate play.

(continued)
– Time-out
• Used as a last resort.
• All reinforcement is removed.
• Children do not learn what to do in time-out, just
what not to do.

Step-by-Step Learning
• Task analysis is breaking down a task into
small steps that can be rewarded upon
accomplishment.
• Builds confidence in the child to be
independent.

Step-by-Step Learning (continued)
• Observation and task analysis
– Teacher observes a child doing a task.
– Teacher sees when the child needs help.
– Teacher breaks the task down into small steps
for the child.
– Teacher rewards the child for success at each
step.

• Prompting, fading, cueing
– Physical and verbal prompts help the child.
– Fading is the removing of prompts as the child
becomes competent.
– Some prompts may be physical.
– Guide the child through the steps to be
independent.

• Amount and timing of reinforcement
– The amount varies from child to child.
– It needs to be enough to change the behavior,
but not so much that the child expects it.
– Timing needs to be close to the behavior so
that the child knows what is being rewarded.

• Praise
– Praise should be real and descriptive.
– Avoid using “good boy” or “well done.”
– Tell the child what was good or well.
– Phrase it so that the child feels good about
himself or herself, not just pleasing others.

Learning by Imitation
• Children learn by watching.
• They learn through the television, their
peers, their parents, and caregivers.
• It is do as I do.

Learning by Imitation (continued)
• Competition is inappropriate
– Comparing children’s progress to another
child does not improve development.
– Children should be compared to their own
earlier learning.
– Children then compete to better themselves,
rather than to beat someone else.

Chapter12 allen7e

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Chapter12 allen7e