Chapter 1

This chapter provides the reader with background on traditional early childhood approaches to education and then introduces a more behavior analytic approach. Both the traditional and the behavior analytic method will be highlighted, and then the rationale behind incorporating behavioral techniques to early childhood learning will be presented. The reader will be provided with examples to assist with comprehension as they are walked through the explanations/rationales for shifting away from an internal locus of control and begin to recognize the role the environment plays on both learning and behavior.

  • Discuss the basic principles of applied behavior analysis (ABA).
  • Discuss how the constructivist approach is different to ABA.
  • What is reinforcement and what are some ways an educator can incorporate reinforcement in the classroom?
  1. Council for Exceptional Children
    An organization devoted to ensuring the needs of special needs children and/or gifted children are being met.
  2. Direct instructional approaches
    This is also referred to as teacher-directed instruction, instructor-led approaches, explicit teaching, or active teaching. The instructional activities are selected by the teacher instead of the student, and the teacher directs the learning activity.
  3. Discovery learning
    An environment, typically a classroom, set up to encourage children to explore their surroundings and make their own discoveries. During exploration, they will encounter problems and reflect back upon their responses to the problems and use this information to shape their responses to similar problems in the future.
  4. Indirect methods of teaching
    These allow a child to explore the environment independently and results in learning opportunities that are selected by the child. These approaches are sometimes referred to as child-centered, learner-centered, or student-centered instruction.
  5. National Association for the Education of Young Children
    An organization dedicated to ensuring all young children are receiving an exceptional learning experience.
  6. Naturalistic instruction
    This is also referred to as embedded instruction. It involves planning learning opportunities based on a student’s interest without modifying the typical daily routine.
  7. Negative reinforcement
    This is an event, action, or item that occurs or is present following the behavior that increases the probability of the behavior occurring again. Negative implies something is being taken away.
  8. Positive reinforcement
    This is an event, action, or item that occurs or is present following the behavior that increases the probability of the behavior occurring again. Positive implies something is added.

 

Division of Early Childhood (DEC) of Council for Exceptional Children (CEC): www.dec-sped.org/recommendedpractices

National Association of Educating Young Children: www.naeyc.org

National Head Start Association (NHSA): www.nhsa.org

Premack, D. (1959). Toward empirical behavioral laws: Instrumental positive reinforcement. Psychological Review, 66,219–233.

Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66(1), 209–223.

The field of early childhood education has been dominated by a constructivist approach to providing education. This is evident within numerous early childhood teacher training programs and textbooks, which have in many cases led to an exclusion of applied behavior analysis (ABA) procedures. Several recommendations have been made that indicate that direct instructional techniques, such as those frequently utilized within an ABA approach, have detrimental effects upon children. But a great deal of evidence also exists demonstrating the value of these techniques for promoting student learning within early childhood settings. In addition, this textbook will explain how ABA techniques can be used in a way that allows teachers to develop quality relationships with their students. The exclusion of ABA in training programs and practice has produced early childhood teachers who are unfamiliar with ABA techniques that could be valuable for developing a well-rounded classroom that incorporates a variety of instructional approaches. A classroom should make instructional approaches available that meet the individual needs of all the students. Therefore, a variety of instructional strategies are needed. In addition, focusing on an internal locus of control or placing emphasis on the familial structure may be counterproductive to reducing and eradicating a child’s maladaptive behaviors. Within an ABA approach, focus is placed on the environment and strides are made to look beyond situations the teacher cannot control, such as mom’s ability to discipline, dad’s lack of attentiveness, or the child’s innate unruly behavior. The ball is back in the teacher’s court and changes can be made. Environmental modifications are often quick, easy to implement, and result in positive changes when done systematically. The subsequent chapters of this textbook will explain in detail how ABA procedures can be an important part of any early childhood learning situation.