1. Chapter 12 The Developmental-Behavioral Approach

2. 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.

3. 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.

4. History
Friederich Froebel: the Father of Kindergarten argued that children need hands-on experiences.
John Dewey: Progressive Education Movement, put strong emphasis on the learning environment.

5. History
Maria Montessori: female physician in Italy, was a champion of children with special needs. She designed materials and sequential learning activities called didactic materials (manipulative materials in which the child’s errors and
successes are self-evident.

6. Maturationists Internal predisposition Physiological characteristics
Inherited traits
Essential psychological makeup of a human being

7. Intrinsic Motivation: The joy of learning
Children will seek out additional learning on their own simply because they wanted to and because it made them feel good about themselves.

8. Developmental and Behavioral 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.

9. Developmental and Behavioral Principles: A Blend (continued)
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.

10. Developmental and Behavioral Principles: A Blend (continued)
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

11. 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.

12. Reinforcement
A consequence or event, or procedure which follows a behavior.
Reinforcement increases the behavior.
Reinforcers can be internal or external.

13. ABC Antecedent: what comes before a behavior Behavior:
Consequence: what followed the behavior
A and C are environmental events, planned or unplanned.

14. Behavior Principles and Practices (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.

15. Behavior Principles and Practices (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.

16. Behavior Principles and Practices (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

17. Behavior Principles and Practices (continued)
Natural and logical consequences
Natural consequences—occur without teacher intervention
Logical consequences—set up by adults as results to a child’s behavior

18. Behavior Principles and Practices (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

19. Behavior Principles and Practices (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.

20. Behavior Principles and Practices (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.

21. Behavior Principles and Practices (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.

22. Discipline Teaches a child appropriate behavior.
Provides appropriate expectations and consequences for the child.
It teaches the child self-control, and how to behave.

23. Positive Guidance
Let child know you value her even if her behavior must be stopped.
Help child understand why positive behavior is better.
Help child identify possible consequences of actions.
Allow child to deal with reasonable consequences.
Create developmentally appropriate environment.
Remove child from situations that cause misbehavior.
Firmly redirect inappropriate behavior.

24. It’s easier to change the environment than change the child.
Focus on shaping positive behavior.
Direct attention should be assertive, positive, and self-esteem building.

25. Preventing Behavior Problems
Carefully plan the environment (Ch 13)
Understand typical child developmental
Match the environment to children’s needs
Assure children are busy and excited about their activities and accomplishments

26. Observational Learning
Children learn social skills by imitating others.
communication styles
attitudes
responses to stress
Children learn both appropriate and inappropriate behaviors.

27. Never use comparisons to label or stereotype children.
Competition
Competition discourages cooperation and may damage self-esteem.
Competitors: opponents, adversaries who contend against each other.
Never use comparisons to label or stereotype children.

28. Discipline Methods Redirection Objectivity
replace inappropriate behavior with more appropriate behavior
Objectivity
respond with impartiality, neutrality, and open-mindedness
avoid a judgmental or emotional manner

29. Praise vs. Encouragement
To praise is "to commend the worth of or to express approval or admiration" (Brophy, 1981, p.5).
Dreikurs and others (1982) say that praise is usually given to a child when a task or deed is completed or is well done.
Encouragement, on the other hand, refers to a positive acknowledgment response that focuses on student efforts or specific attributes of work completed.
Unlike praise, encouragement does not place judgment on student work or give information regarding its value or implications of student status.

30. Praise Is product oriented Is nonspecific,
places a judgment on the student, and
gives some indication of the student's status in the group.

31. Encouragement Offers specific feedback rather than general comments.
For example, instead of saying, "Terrific job," teachers can comment on specific behaviors that they wish to acknowledge.
Focuses on improvement and efforts rather than evaluation of a finished product.
Uses sincere, direct comments delivered with a natural voice.
Does not set students up for failure.
Labels such as "nice" or “terrific" set students up for failure because they cannot always be "nice" or "terrific".
Helps students develop an appreciation of their behaviors and achievements.
Avoids competition or comparisons with others.
Works toward self-satisfaction from a task or product.
Is process oriented.

32. Praise Encouragement Your are the best student I ever had.
You are a fine student. Any teacher will appreciate and enjoy you.
You are always on time.
You sure make an effort to be on time.
You have the highest score in the class on this exam.
You did very well on this exam.
 I am so proud of you.
You seem to really enjoy learning
You're the best helper I ever had.
The room looks very neat since you straightened the bookshelves.
 I'm so proud of your artwork.
It is nice to see that you enjoy art.

33. Encouragement Praise stimulates rivalry and competition
stimulates cooperation and contribution for the good of all
focuses on quality of performance
focuses on amount of effort and joy
evaluative and judgmental; person feels "judged"
little or no evaluation of person or act; person feels "accepted"
fosters selfishness at the expense of others
fosters self-interest, which does not hurt others
emphasis on global evaluation of the person-"You are better than others."
emphasis on specific contributions -"You have helped in this way."
creates quitters
creates triers
fosters fear of failure
fosters acceptance of being imperfect
fosters dependence
fosters self-sufficiency and independence

34. Praise vs. Encouragement
Recognition and encouragement are appropriate.
Overabundance of gushy or insincere praise is inappropriate.
Article: Five Reasons to Stop Saying "Good Job!“ by Alfie Kohn YOUNG CHILDREN
September 2001

35. Behavior Principles and Practices (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.

36. Behavior Principles and Practices (continued)
Sit and watch
Child sits at the edge of the play activity and watches.
Child learns consequence.
Child learns appropriate play.

37. Behavior Principles and Practices (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.

38. 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.

39. 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.

40. Step-by-Step Learning (continued)
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.

41. Step-by-Step Learning (continued)
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.

42. Step-by-Step Learning (continued)
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.

43. Praise vs. Encouragement
To praise is "to commend the worth of or to express approval or admiration" (Brophy, 1981, p.5).
Dreikurs and others (1982) say that praise is usually given to a child when a task or deed is completed or is well done.
Encouragement, on the other hand, refers to a positive acknowledgment response that focuses on student efforts or specific attributes of work completed.
Unlike praise, encouragement does not place judgment on student work or give information regarding its value or implications of student status.

44. Praise Is product oriented Is nonspecific,
places a judgment on the student, and
gives some indication of the student's status in the group.

45. Encouragement Offers specific feedback rather than general comments.
For example, instead of saying, "Terrific job," teachers can comment on specific behaviors that they wish to acknowledge.
Focuses on improvement and efforts rather than evaluation of a finished product.
Uses sincere, direct comments delivered with a natural voice.
Does not set students up for failure.
Labels such as "nice" or “terrific" set students up for failure because they cannot always be "nice" or "terrific".
Helps students develop an appreciation of their behaviors and achievements.
Avoids competition or comparisons with others.
Works toward self-satisfaction from a task or product.
Is process oriented.

46. Praise Encouragement Your are the best student I ever had.
You are a fine student. Any teacher will appreciate and enjoy you.
You are always on time.
You sure make an effort to be on time.
You have the highest score in the class on this exam.
You did very well on this exam.
 I am so proud of you.
You seem to really enjoy learning
You're the best helper I ever had.
The room looks very neat since you straightened the bookshelves.
 I'm so proud of your artwork.
It is nice to see that you enjoy art.

47. Encouragement Praise stimulates rivalry and competition
stimulates cooperation and contribution for the good of all
focuses on quality of performance
focuses on amount of effort and joy
evaluative and judgmental; person feels "judged"
little or no evaluation of person or act; person feels "accepted"
fosters selfishness at the expense of others
fosters self-interest, which does not hurt others
emphasis on global evaluation of the person-"You are better than others."
emphasis on specific contributions -"You have helped in this way."
creates quitters
creates triers
fosters fear of failure
fosters acceptance of being imperfect
fosters dependence
fosters self-sufficiency and independence

48. Praise vs. Encouragement
Recognition and encouragement are appropriate.
Overabundance of gushy or insincere praise is inappropriate.
Article: Five Reasons to Stop Saying "Good Job!“ by Alfie Kohn YOUNG CHILDREN
September 2001

49. Learning by Imitation Children learn by watching.
Model the behavior they see.
They learn through the television, their peers, their parents, and caregivers.
“Do as I say, not as I do” is ineffective teaching.

50. 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.