Effective Behavior Modification Techniques in Education

Posted on Dec 7, 2024 in Psychology and Sociology

Behavior Modification Techniques:

To behaviorists, the main forms of behavior control are: punishment, reinforcement, and extinction.

1. Withdrawal of Care Misconduct: Serve with:
Reinforcement of appropriate behaviors to inappropriate and incompatible behaviors.
2. Isolation: During time out or a short period of time: 5 to 7 minutes.

3. Punishment: To give something undesirable. Provide an unpleasant consequence for the misconduct. Removing a reward once enjoyed.

4. Reinforcement: Positive and negative reinforcement.

5. Extinction: To extinguish a behavior, it is allowed to weaken. Behaviors that are followed by increases in frequency. If rewarding consequences of a behavior do not follow any consequence, it will be reduced until it extinguishes. Educators use the technique of inhibition of conduct. To extinguish a behavior, one must stop reinforcing it. No increase is a way to get that behavior to stop occurring. No reward or attention of any kind. Arguments, brawls, and warnings usually maintain the misconduct of children because they involve social attention.

Bandura *

Social cognitive psychologist Bandura has built a learning theory that, apart from the concepts of reinforcement and observation, has increasingly emphasized the internal mental processes and the interaction between the individual and others. This theory, called social learning theory, aims to overcome and complete the behavioral model to present an alternative explanation for certain types of learning. It accepts that humans acquire skills and behaviors operantly and instrumentally but rejects that all learning is made according to the behavioral model. It shows how observation and imitation involve a number of cognitive factors that help the individual decide whether to imitate what they observe. A significant social model enhances learning when given only instrumental learning. The observation and imitation in children are modeled by parents, educators, and friends. Cognitive factors relate to human reflection and symbolization, as well as forecasting and calculating consequences based on comparison processes, generalization, and self-assessment. Bandura has a self-regulatory role in acquiring new behaviors observed in others. We learn. The theory has two aspects: 1. Differentiate what learning behavior is from the implementation of the same. 2. This realization depends on the success or failure achieved by a person, showing that the reinforcement received by the observer influences behavior. The realization of behavior is based on imitation of others, who become role models for the subject. Behavior depends on both the environment and personal factors. In the theory exposed, certain principles should be taken into account in education:

  • a) Allow children to obtain adequate models with positive consequences for desired behaviors and reinforce the child to imitate positive behaviors.
  • b) Remember that the educator is presenting educational models. These models are verbal and non-verbal. They serve as lessons for children and are important frameworks for understanding rules and learning to make predictions of social rules.
  • c) Provide predictive information to children about the actions of their peers and the consequences deriving from them, especially if they are models.
  • d) The objectives of educational activity should be coded, mechanisms for the development of self-reinforcement. The self and educator can help the child to self-regulate and self-reinforce, so they should be taught: “Observe your own behavior and the consequences of it. Establish goals, express them explicitly and affordably. Effectively use the preceding reward.”

Bruner:

He has been interested in studying how people learn and how it affects the learning process. Bruner holds that language influences thought by providing the concepts through which the person organizes their knowledge of the world. He considers that what happens to the subject is not only a passive reception but that the individual selects and organizes environmental stimuli, making learning occur. The human being is an active organism that constitutes its own world. Learning means discovering something for oneself, reorganizing or transforming data to reach a deeper understanding of things. He believes that behavior is a complex activity that involves the following processes:

  • 1. Information acquisition.
  • 2. Transformation of information.
  • 3. Evaluation of the subject’s information.

Encoding and sorting the information correspond to the categories that the individual has to understand their environment. These operations act as mediators between the stimulus and behavior. For Bruner, the role of the educator is to lead children to organized learning by providing materials and content through proper sequencing, complex into simple tasks that allow them to approach the final goal. You’ll get scaffolding to lean on building their discovery learning. As principles of discovery learning:

  • A) The contents must be presented as inductive sequences so the child will reach the general idea to discover successful relationships between different studied concepts.
  • B) One should not wait passively to reach the ideal time to learn; this provision should be created by teaching.
  • C) Encourage children to trust their own personal competence to solve problems and achieve success.
  • D) Through learning by trial and error, the child seeks ways to solve problems.
  • E) Enhance intuitive thinking; one can teach the child basic concepts of materials that cannot otherwise be captured in the early years of life.
  • F) Strengthen through feedback, informing the subject about the results of their actions.
  • G) Biological heritage and culture influence cognitive development.
  • H) The learning process is active and interesting for the child when it comes to solving real-life problems. Discovery learning becomes very important; it is necessary for the child’s experience with objects and the environment to understand and assimilate the world around them.

Ausubel

* Develops the theory of meaningful verbal learning and has been interested in the study of learning within the school, highlighting the importance of significant learning and the influence of verbal language in school. Ausubel believes that learning is a process whereby each new piece of information relates to previously existing knowledge in the cognitive structure of the subject. The most important aspects of his theory are:

  • 1. Cognitive: This means that he attaches great importance to knowledge and integration of new content into the previous structures of individuals.
  • 2. Practical: He addresses classroom problems, focusing primarily on learning and the issues that arise within the classroom.
  • 3. Verbal language as the primary means of communication and transmission of content in classrooms.

Ausubel distinguishes between reception learning and discovery learning, and between rote learning and meaningful reception. Rote learning occurs when the child learns content developed for this form; they only need to understand and retain it. In discovery learning, the child is the discoverer of the learning content, reorganizing and discovering connections and concepts to understand and assimilate. These are different but overlap, and both may be mechanical or significant. Ausubel thinks that mechanical learning is rote and meaningless, while significant learning will be meaningful.

  • A: 1. The person is available to learn.
  • 2. The significant material must bridge logic, psychological, and functional aspects. The materials used must be attractive, manipulable, and have many possibilities.
  • 3. The educational process acts on the cognitive structure, and to improve it, one should use appropriate methods in the organization, scheduling, sequencing, and conveniently presenting content.
  • 4. Use the correct materials properly programmed.
  • 5. Make cognitive and motivational variables of the child a priority.
  • 6. Use many examples and key concepts or ideas to ensure understanding of all issues because, according to this author, academic underachievement is usually the result of failures in understanding basic concepts.
  • 7. Present summaries to start explaining new concepts to serve as a frame of reference for later concepts.

3. Theory of Partner-History: Vygotsky

* Socio-Cultural or Socio-Historical Theory. * For Vygotsky, the development of the child occurs through interactions with adults and other children: the social construction of development.
He stresses the importance of historical and cultural factors of the society in which the child lives, placing special importance on the relationships established between the child-adult and child-child, giving significant importance to the social environment for the development of the child.
He emphasizes the ecological model that studies behavior within its natural context. The different means of development (stages: family, school, neighbors, and neighborhood) are established.
He argues that each person inherits at birth the achievements of human evolution, but their subsequent development is determined by the characteristics of the social environment in which the child lives. From birth, the child lives in social and cultural organizations representing numerous opportunities to learn, but the intellectual or cognitive capabilities of each child are highly dependent on context.
Vygotsky attaches great importance to learning, which he regards as the real driver of development.
He establishes the difference between what the child can do alone (Level of Effective Development) and what the child might do with help (Level of Potential Development); the distance between these two levels creates the Zone of Proximal Development (ZPD). The ZPD more accurately indicates the ability to learn.

The ZPD marks the space for educational intervention. By helping students within their level of development, they will learn, preventing them from learning for themselves. If we help them beyond the level of potential development, they will not learn. Assistance in the ZPD leads to new and more advanced levels of effective and potential development, and therefore, a new ZPD.

Vygotsky emphasizes the role of language and the interaction of the child with adults and with the peer group. It has been shown that learning outcomes are best when:

  • ~ Different points of view on the same task are present.
  • ~ Some members teach others.
  • ~ There is coordination, mutual control, and allocation of responsibilities.
  • ~ Some of the author’s views contradict aspects of Piaget’s constructivism; Vygotsky argued that education must be limited to development.

The situations that occur in the school environment are critical for the learning and development of the child.

* Educational Implications

The educator should try to know the zone of proximal development of the child and, in relation to it, formulate objectives that aim to achieve in the process of teaching and learning. The school should promote cooperative tasks and problem-solving types of common problems; in this way, it facilitates learning. Learning occurs more easily in groups, facilitating imitation and helping in the assimilation process. The interaction with the peer group should establish ongoing relationships with parents of the students and interact with them. In the current context, it is essential to assess the importance of imitating social models in early learning and to use a methodology based on imitation.

Current Conception of Learning (Abstract)

The debate between behavioral and cognitive models has been overcome; now both positions are perfectly compatible. Each theory, in trying to explain learning, emphasizes each of these factors: environmental stimulation, thought processes of the teacher and the student. It is difficult to try to give a single model that can explain learning. The current trend is towards the integration of different paradigms.

Authors: Gagne and Briggs:

They have attempted to organize knowledge about learning from different approaches, collecting various theories with the purpose of conceptualizing the instructional process: selection and sequencing of objectives have called activities. These two authors’ general theory of instruction posits that in any learning situation, external factors (reinforcement, repetition) and internal factors (strategies, cognitive skills) influence. They try to include all types of human capabilities that lead to investigation, defending the existence of different forms of learning as people and content teaching-learning phases are outlined below: motivate, learn, acquire, retain, recall, recover, generalize.

Theories: Ecological Theories, highlight the need to study learning processes in the natural context. Bronfenbrenner gives importance to the different contexts in which the child lives and the relationships established between the individual and family.

Theory of Information Processing that psychology brings to a formal language assumes that the person is like an information processor. Basic structures of the person intervene: sensory receptors and effectors. In the kindergarten curriculum currently proposed by MEC, ideas are collected from different theories but do not identify with any particular one; rather, they establish channels of communication between school, family, and society.

Basic Model of Learning in Nursery.

Principles:

  • Promote learning that encourages the development of the child.
  • Promote learning through shared tasks with the same activity and reinforce it with personal, individual, internalized efforts.
  • Open to the environment, the context in which the child lives.
  • Present content in an interesting, motivating, and tailored to the needs of children.
  • Start from real objects to produce authentic learning, not anchored in textbooks and worksheets.
  • Establish communication channels between school, children, families, and society.

1.3 Meaning of Certain Terms

  • Globalization: The child sees the whole rather than its constituent parts.
  • Syncretism: Refers to the perceptual state. The child’s thought is syncretic, inclusive, and analytical. It should not be confused with synthesis, as synthesis is analysis.
  • Schematic Syneresis: A preliminary analysis required to reach the post-integration scheme. We must avoid presenting knowledge to children in a fragmented manner; reality must be offered in an integrated and systematic way.
  • Advance Organizers: Ausubel attaches great importance to what he calls “advance organizers” as a cognitive bridge to relate new material to existing concepts. Advance organizers can take three forms: definition of a concept, analogy between the new material and an example, or a generalization.

1.4 The Start of Globalization: The Foundation Teaching renewal has been accompanied by research-examination of a child and their potential. There are numerous investigations and observations on the globalized sense of child psychology training, a procedure based on the globalized function of the child: we know one thing and relate it to everything else.

1.5 Concepts of Globalization It is the natural ability we all possess, but in varying degrees, to capture the outside world as a whole indistinctly, a confusing array that dissociates each of its elements. Under the influence of an affective stimulus, our global knowledge becomes unclear. Our first perception of a new object is necessarily genetic, but further analysis is required to define the new object. Global knowledge is imperfect, a surface object seen in its broader aspects. Synthetic knowledge is complete knowledge, rational, thoughtful, systematic, and scientific. Piaget says that knowledge is syncretic and true self-knowledge, conscious and, therefore, easy to articulate in adults and also in children who have surpassed the egocentric state. Global contact is a way of adapting to the environment that is not ruled by intellect; it is a head for things without really knowing, but feeling them in some way. Unlike rational animals, humans can go from instinctive knowledge to higher levels and become fully aware in the rational order, which is the step to make in school.

1.6 Characteristics in Global Education.

A) Should be centered on each child: individualized instruction. B) In close linkage with their interests. C) The child will reach the objective totality of the material reality of life. D) Their social and cultural context respects the way they work in psychology and the child’s wishes. E) Seek to develop the skills that every day the child is putting into play. F) No analytical distinction of learning. G) The teacher must begin with the study of the infant mind. H) Activities are not broken by sector; globalizing objectives pursued are immediate and practical. I) Propose a new stimulus-rich environment that is inviting. The observation plays an important role in child development, and whenever possible, you will observe what interests them “in situ”. J) This approach requires careful preparation by the teacher on the steps that follow strict and has no place for improvisation. K) Interests and behaviors that demonstrate children will guide the objectives that have been marked in this process.

1.7 Places of Interest and Generation Centers.

– Centers of interest are central themes of great significance for the child, able to promote educational activities, also called core experiences. They act as a magnet and draw in all school learning. For Decroly, they are vital needs; for Maria Montessori, the main source of interest is the social and natural environment: the child and the earth, the child and the water, the child and plants, the child and family, the child and school, the child and society. Others already present include: my family, school, our neighborhood, how my nursery school is, my parents, and my siblings.

1.8 What is the Core Generator? It is one that arises in the classroom without the teacher trying; interest is focused on the child who suddenly appears or has any children.

Aims to Get Around the Globalization Process – Bring the child to develop their full potential through: observation, experimentation, association, exposure, etc. These are the goals with other integrators: development of creativity, verbal expression, nonverbal expression, health, critical habits, and autonomy.

They will be present, in one way or another, in our globalized design or programming model used to work with more children aged 0-6 years old, which is the integrative model embedded in the ecological humanist paradigm. The main characteristics of the integrative model are, among others: integration or interrelation of all its elements. The humanistic model is based on the process that is grounded in cognitive psychological theory, emphasizing the importance of life experiences. This model uses, at certain very specific and precise points, the basis of the behavioral model, acquiring special importance in communication in relationships between the teacher and the child, as each situation involves the players feeling.

METHODOLOGY 1 / Departure from the world of children after investigating their own world. 2 / Importance of diagnosis. 3 / Motivation, in all its facets, is particularly important when approaching the world of children, the center of interest with which all children, or at least a large group, are engaged. 4 / Another common aspect of any type of globalization is the system of work done in the classroom.

CONSIDERATIONS ON GLOBALIZATION IN SCHOOL CHILDREN.

Global education can be difficult to implement, so the educator must consider: a) Not wanting to globalize, forcing situations, and relating to a theme can be difficult. In nursery school, it is important to select those vital facts that may be of interest to children and that are connected. b) We should not keep the child at a level below their psychological rating. c) Before starting the workday, I must ask: – What do I intend to achieve? – How do I organize my activities? – Which area is more meaningful and motivating? The child shall receive totalities. How do I organize my activities?

Teaching Fun

Aims to know the importance of play for normal child development, approach the study of fundamental theories about play, investigate the different types of play at different stages of development, linking play with the affective, cognitive, and social aspects; encourage the selection of objects and toys appropriate for different ages of the child from 0 to 6 years, developing a program of activities related to various aspects to develop, investigate, and practice the different types of games; and understand the great importance that the issue of integration has in play.

Creative Teaching (Purposes) Acquisition of the concept of creativity, understanding its necessity and importance in the nursery for the child from 0-6 years, promoting understanding of choice and development of the most appropriate model at different ages and levels of children, to develop the creativity of the educator to, in turn, develop it in children of nursery school.

3.3 How to Make Our Teaching More Creative.

Converting the nursery into a space for development, growth, and learning, not only for children but also for adults. In the early years of a child’s life, the majority of neural structures that determine development and brain maturation are formed. Research has attracted much interest, especially regarding the operation of the left and right hemispheres, particularly at early ages, which should be complementary. Research on the brain leads to the conclusion that students learn in many different ways, and the more attractive and diverse the information, skills, and development, the better children learn. Therefore, the development of both hemispheres is crucial as the child learns with the whole brain from birth.

3.4 Models and Techniques for the Development of Creativity in School Children

Scientific basis from which we start: a) We find ourselves in the wild-type approach. Integrative model embedded in the ecological paradigm. b) Our pedagogy is based on personalism. The child will be considered the center of the educational process as unique and different from others. c) In the early ages, we will consider development in both hemispheres, as the child has not had any possibility of further development in one hemisphere, and their operation should be complementary.

. 3.5 Characteristics of the Track Models of Mind Child Development.

1) Development of both hemispheres. 2) Attitude, self-image, motivation, and ability to solve problems are central to the expression of intelligence. 3) Communication and teamwork are of fundamental importance, not to downplay individual work. 4) The acquisition of learning and events at different maturational levels is of great importance. 5) The context and coordination and collaboration among educators and parents are crucial to help the child grow intellectually.

. 3.6 Importance of Attitude, Self-Image, Motivation, and Ability to Solve Problems. Attitudes: The way that adults, parents, and educators view a child exerts a powerful influence on how the child sees themselves and their capabilities. Attitudes will be the raw material with which the child builds their views on life.

Importance of Self-Image: Research has shown that a child appears dull or bright in the eyes of others depending on how they qualify themselves. The concept that a child has of their powers may be as important to their success as these same powers. The ideal image of a child represents the kind of person they would like to be. The real image is forged, not based on ideals but on what is, in effect, each child’s reality. The motivation: the desire to do something. It is a cognitive-affective process that occurs through a clear personal view of what is important for each of us.

Different needs drive different behaviors designed to meet these needs as quickly and completely as possible.

When intelligence is involved, such directive force is called the need for achievement. This need for achievement is mental activity, so that hunger and thirst are bodily reactions. The child with a strong need for achievement acts as a motivator that leads to success; otherwise, the child whose thinking is dominated by the fear of failure has the same goal but different motivation, facing problems in very different ways, making inevitable failure. The child with a strong need for achievement anticipates solutions and adventures but is not sure they know the answer. The ability to solve problems: In real life, the child will encounter numerous problems; an imaginative approach will lead to new points and undoubtedly achieve better results.

3.7 Study of Some Creative Models. – Observe the specific stimulation of creativity in Kindergarten at each phase of development.

Model for 3 Years: The stimulation of the senses takes priority because these are the channels that the child uses to reach their developmental progress. Curiosity is a natural ability of the child to develop through evolutionary time, especially in the early ages. The most appropriate activities focus primarily on sensory exercise. The kinesthetic sense (the move) will help the child to know their body and will serve for good psychomotor development. Model for 3-5 Years: Stimulating perception through sensory development discussed in the previous model through observation. If creativity is to look and see what others have seen, we must teach children to observe and retain what they see, hear, touch, etc. Observation is a source of knowledge, and through it, the child discovers their environment and develops partnerships, lawsuits, and attitudes. The fundamental event that should be taken care of during the period of 3-5 years is considered spontaneity-free production associations. Model for 5-7 Years: Each one of us has a particular world that is a function of the sensations produced by stimuli that we perceive in the environment. This whole process leads the child to express their realities and experiences according to what they perceive, constituting the expressive index. Within our model, we give preference to the environment as it affects both cognitive and perceptual life, intensifying and extending the experiences of the child. It is essential to teach the child to think to keep their imagination in check and not be able to live in reality. Thinking is an evolutionary process that requires maturity but is also capable of learning.

Individualized Education Foundations.

– Evidence of significant differences between subjects has informed that maximum pedagogical education is necessary to adapt to the characteristics of students.

– The concept of individualized teaching is relatively recent and is linked to the development of psychometrics, a psychological technique that measures behavior, which was the origin of research on individual differences in differential psychology. Individualized instruction has evolved both theoretically and in the criteria used to adapt the educational process to each individual.

– The early systems, such as the Dalton Plan, are based on three pedagogical principles:

  • 1) The student’s freedom to choose and arrange their work.
  • 2) Cooperation as a means of promoting social relations.
  • 3) The individual student can manifest as they are and interpret the world personally.

In short, the “Dalton Plan” was the organization of the school and classroom so that students could advance at their own pace. From this perspective, the process of individuation is complete and is based on two aspects:

  • 1) The bio-psycho-social traits, which seek to identify the most characteristic and differential variables.
  • 2) The pedagogical aspect of teaching that attempts to define the most appropriate instructional design.

Both issues present serious difficulties: the identification of differential variables is not only the application and interpretation of psychometric tests that yield standardized analytical data on certain aspects. The individual is the totality of the interplay of factors; the same data have different meanings for the educator when given to different individuals with different characteristics. Secondly, organizational strategies, motivational processes, etc., will expand depending on the educational model that supports and its scientific basis. Sometimes, these models are opposed and even incompatible; therefore, in this issue, we provide an overview of the teaching models and strategies of individualization from which each is derived.

4.3 Thematic Structure

The individualized instruction builds from a didactic approach to provide practical ideas for future educators. The thematic structure is composed of the following sections:

  • 1) Theoretical principles of individualized instruction and individualization criteria should be supported.
  • a) Diagnosis of individual differences.
  • b) Formulation of objectives and individual learning programs, where the educator selects appropriate targets for maturation and developmental levels of students and, based on those goals, establishes instructional programs.
  • c) Adequacy of the learning process pace and cognitive styles of each student.
  • d) Use of different situations of individual interaction with learning content. This includes interaction with materials, means, and resources used in the instructional process, both individually and socially.
  • e) Qualitative evaluation criteria based on individual development. In individualized instruction, the concept of evaluation is important as it refers to the comparison of the child to themselves.
  • f) The teacher as a facilitator of student development through the construction process to adapt to their characteristics. It provides: “Flexibility in the objectives and programs that do not have to be equal for all students, flexibility in grouping, methods, strategies, and activities, flexibility in means, resources, and materials, and flexibility in assessment.” The teacher should diagnose the individual characteristics of each student; the instructional design should not only be adapted to these differences but must also contain an educational model and a conception of educational development. The teacher must adapt to the environmental conditions and organizational center of the child, as well as other factors determining education, such as family, socio-cultural, geographical, etc.

2) Models of teaching and individualized techniques derived from these models:

  • a) Globalized Model.
  • b) Montessori Model.
  • c) Piagetian-Cognitive Model.
  • d) Behavioral Model.
  • e) Interactionist Model.

Global Model

1) Diagnosis of the characteristics and interests of children: selection and development of centers of interest. 2) Selection and sequencing of learning content in accordance with the interests of the student. Most importantly, planning activities and preparation of material to use. The most important development of the central point is that this is adapted to the perceptual characteristics of the child. There should be no separation or cuts in the learning experience; the child must cope within their class as they would experience and work in the socio-natural perceptual context. This unit is connected through the three phases of the Decroly method: observation, association, and expression. In the first phase, the child observes the reality that surrounds them, part of the multisensory environment. Feelings and learning are also a way of being present in the classroom, the overall experience of the child. The identification is also present when selecting the material used. In the global model, material is selected, preferably, that connects with the practical life of the child: buttons, boxes, familiar objects, etc. The learning situation of the child in the instructional process is preferably individualized. 3) The global model includes leading and directing the activities of observation, association, and expression of the child through an individualized strategy.

. B. Montessori Model – Aims for cognitive development through awareness and education that contributes to sensory teaching. This model sees human beings from an evolutionary perspective. Up to 3 years, the child receives information from the environment and themselves without being aware of the process. This model is essentially individual, and the entire process design methodology or instructional techniques revolve around the child and their individual reality.

  • 1. School organization and classroom should suit the child’s home environment, allowing individualized work. The center should be designed for areas that have important functions.
  • 2. Method development through an individual learning situation and manipulatives.
  • 3. The teacher-student interaction is essentially individual. The teacher continually approaches the work of each child to monitor, guide, and demonstrate how to use materials.
  • 4. The independence of the child in the classroom is sought. It encourages autonomy and assertiveness through a set of motivational strategies and the relationship between the teacher and student.

Piagetian Model:

– Piaget sees the changes that occur in the individual over time as the result of adaptation processes and internal organization in their interaction with the environment. Piaget’s theory tells us that for changes to occur in cognitive organization, genetic predisposition is not enough; interaction with the environment through action is necessary for the development of cognitive structures. This is achieved by providing learning experiences to students that operate certain cognitive operations. 1. First Phase: Planning the Activity. The teacher organizes the classroom and learning experience considering that the child can: manage objects freely, handle objects to achieve a certain effect, and understand how they achieved the desired effect, explaining the reasons.

2. Second Phase: Starting Activity: Use material that is sufficiently attractive to encourage children naturally, present the material and guide the children about the different possibilities of work, that is, present the material and ask children to work with it.

Phase III: Continue with the Activity:

Once the activity is started, a number of rules must be followed by the teacher to encourage the child’s learning experience. The educator should understand what is happening inside the child to facilitate learning.

4) Fourth Stage: Reflecting on the Activity.

After completing the learning experience, children discuss what they have done through conversation with the teacher, which may occur in different situations. The model of research activity and the child’s natural curiosity is why the creative ability of the educator in planning and implementing attractive original material is very important. Throughout this Piagetian model, it has been shown that the main strategy is based on the individual interview technique. Through teacher-student verbal interaction, the teacher guides the process of observation and experimentation with materials. The learning activity can be free or highly structured; in children aged 0-6 years, the child should be able to take initiatives and build a positive self-concept through self-directed learning. There are other authors who study cognitive development, such as Bruner.

Behavioral Model – This model is straightforward and requires the teacher to determine, at any time, the learning sequences to follow. Behavioral techniques have also been used in Special Education for early stimulation for the development of perception and behavior modification. Some traditional individualized techniques, such as chips, can be used with a behavioral approach, and each file should have a systematic learning sequence and a single activity.

Interactionist Model – This model includes different aspects of development: ecological, socio-cultural, verbal, family, etc., which other models do not include. Through verbal intervention between teacher and student, we will develop a basic vocabulary for the child to facilitate the acquisition of individualized strategies that are developed in three areas:

  • 1. Individual verbal interaction between teacher and pupil.
  • 2. Organization of the classroom to facilitate individual work.
  • 3. Collaboration between school and family for greater individualization of the educational process.

Other Techniques of Individualization

a) The contract of activities: It is based on the “Dalton Plan.” It seeks to inform the child clearly about what they will learn and what work they will do autonomously. b) Multisensory Package: While the contract can conduct activities such as painting, cutting, gluing, etc., multisensory packages are structured to include movement in the learning activity.

4.5 Major Strategies for Teaching Individualization

a) Strategies in Instructional Design:

  • Diagnostic characteristics of the child and family and social circumstances surrounding them.
  • Adaptation of instruction to each child and family and social circumstances that surround them.

b) Strategies in Interaction:

  • Using teaching techniques that facilitate the development of self, such as Piagetian interview techniques, behavior modification, and experiential learning.
  • Counseling of the child and their families.

c) Strategies in Education:

  • Design of individual observation scales.
  • Evaluation training for each child.
  • Evaluation of instructional design.

Topic: Teaching Socialization

5.2 Objectives: * Understand the theoretical principles that underpin socialized teaching. Reflect on the major goals of socialized education in Kindergarten. Understand those socialized education models that can be applied to children aged 0-6 years. Analyze the major teaching techniques derived from previously seen socialized models. Use one of the main strategies of socialization at different times of the teaching-learning process. Assess, properly, the importance of education in the socialized child.

5.3 Thematic Structure of Theoretical Contents: Most social psychological principles underlying the teaching models of socialization are derived from symbolic interaction, dynamic psychology, and social psychology. Also, the thesis development.

1. Theoretical Principles Supporting Socialized Education in Schools for Children. – Symbolic Interactionism: The interactive model considers social behavior as a function of a continuous process of interaction between the person and the situation in which they find themselves. It attaches great importance to the perception that the individual, as an active and intentional agent, has the ability to interpret the situation. This takes into account the values, intentions, motivations, etc., typical of others; this is the essence of symbolic interaction. Individuals adjust their actions and are mutually influenced by society. A society depending on how the teacher and students interpret the information they receive and how they perceive their own communication link will result in the relationship. The main methodological techniques are: the study of history, autobiographies, diaries, interviews, and participant observation. Among the most notable figures in symbolic interactionism are: * Authors: George Mead, Erving Goffman, Garfinkel, etc. The symbolic interactionism of Mead emphasizes reflexivity as a characteristic of human nature. The concept of self is acquired through social interaction. The individual’s behavior cannot be a mechanical result of stimuli; rather, the individual interprets the surrounding situation and makes decisions.

* Theory of Group Dynamics: Kurt Lewin promoted this theory, arguing that behavior is a function of the individual and their environment. Therefore, the group must collect both internal and external forces to set goals and share a structure. The teacher must transform their leadership role into one that facilitates and promotes the coordination of all forces acting on the group.

Language Development and Its Connection with Cognitive Development: Language is one of the key instruments that culture provides the child to facilitate the construction of their consciousness and superior functions to internalize the symbol in a context of social relationships. When the child internalizes concepts, they acquire certain linguistic meanings that involve changes in thought processes, and language gradually becomes a tool of thought.

a) Theoretical Principles of Socialized Education and Socialization Criteria:

  • a.1) The social development: The human being is essentially social; the socialization process is the result of the interaction between individual maturation processes and sociocultural and environmental conditions. Social development is done from a global perspective of the individual.
  • a.2) On education: Education is a social communication process that occurs in an interactive context and aims for student development through learning. Education, from the interactionist dimension, can be analyzed under three perspectives: the relationships established at the institutional level, those given in the class group, and those at the inter-individual level. Education should be a process that suits individual student characteristics and the social environment surrounding them.
  • a.3) On individual and social learning: The person acts by processing information and establishing assumptions that guide their behavior. Since the person reflects on environmental stimuli, they can learn by observation without undergoing a continuous process of conditional stimuli and reinforcements.
  • a.4) On the teacher and the student: The role of the teacher in the socialization process is to facilitate and stimulate this process by encouraging students’ reflective capacity and providing experiences with the environment. The student is the protagonist of their own development process and should be considered from a dual perspective regarding their own time and their psycho-evolutionary context. Education should incorporate these aspects and adapt to real life to set socialization goals.

TEACHING MODEL:

B.1) Cooperative Workshops and Freinet Techniques: The model of cooperative workshops is influenced by theories of group dynamics by Kurt Lewin and the Freinet model for productive group work in the classroom. According to Kurt Lewin, the group should integrate internal and external forces through shared structures, and its members should identify with the group’s objectives. Only then will the group advance its production, which requires group members to be involved in structuring the group and selecting its objectives. The role of the educator is primarily to facilitate the coordination of the forces acting on the interaction of group members. Freinet relies on the technical principles of his “Modern School” to create a teaching model where cooperation and group production are fundamental. The natural method of Freinet starts from the student’s experience: one experience fixes another and raises new problems. Modern schooling allows the child to work individually and in groups; first, the child discovers the content of learning for themselves and then refines and contrasts it with group activity. The workshop model is an organizational design based on subdividing specialized work areas. From a theoretical approach, I could distinguish activity corners from workshops because the former does not require practical embodiment, while the latter facilitates the socialization process by allowing the child to select the group and workshop based on their interests. Throughout the process, it provides continuous verbal interaction between the teacher and each student group, as well as among students themselves. The teacher should encourage the child to verbalize their experiences and reflect on them. The subjects of workshops and corners can also be established based on problems or issues of the social community. The teacher’s role is to organize the workshops, advise when the child asks, and stimulate group activities. The cooperative class model conforms to the following phases:

  • a) Organization of shared classroom by the teacher and students.
  • b) Host. Extension of the experience. Determination of a situation.
  • c) Purpose tasks.
  • d) Free tasks.
  • e) Discussion.
  • f) Choice.
  • g) Realization.
  • h) Balance: The corners and workshops can use some modified Freinet techniques. The main objective of free text is that students choose and develop their own topics on which to work. Through free text, children expose their experiences and needs. In Kindergarten, this technique can be used, provided they do not use a written text but iconic representations, especially for children aged 3 or 4 years. The press can be used to print texts or to stamp particular iconic figures that may have very different value. The rest of the techniques most appropriate for the level of early education are free drawing, allowing the child to be spontaneous and creative.

B.2) Thelen Model:

  • a) Phase 1: Ask a problematic situation.
  • b) Phase 2: Explore the reactions that arise.
  • c) Phase 3: Develop and organize tasks.
  • d) Phase 4: Conduct the study or work independently or in groups.
  • e) Phase 5: Analyze the process and take stock of activities.

. Main Teaching Strategies of Socialization) Instructional Design Strategies: 1. The teacher must design a program that starts from problem situations related to the interests of students. 2. Instructional design should be based on the following teaching sequence: defining the problem, discussion of tasks, execution, and wrap-up. 3. Instructional design should provide for the distribution and organization of the classroom for activities and workshop corners, allowing opportunities for individualized and socialized experiences. 4. The program should allow collaboration with parents, both in and out of the Infant School. 5. Instructional design should be flexible to adapt to the characteristics and interests of children, allowing them the freedom to move around the classroom, group according to their interests, and select objects and activities. 6. Instructional design should incorporate the cultural principles and values that parents have regarding family and education.

Strategies in the Interaction Teacher/Student and Student/Student: 1 – Verbal interaction must adapt to the level of language development of students in phonetic, semantic, grammatical, and pragmatic aspects. 2 – Verbal interaction must occur in formats that reduce the degrees of freedom that may exist in performing a task. These formats include environmental, verbal, procedural, and substantive. 3 – Techniques that develop the child’s verbal expression must be used, but considering that the more indirect influence used by the teacher, the more favorable the activities that develop students will be. 4 – The interaction within the student group must be given along the phases of the socialized model.

c) Strategies in the Teaching and Learning Process: 1 – The goals and teacher expectations are shared by the students when the model follows the following phases: Phase 1: Defining the Problem: The teacher organizes perception, preparing the classroom and stage. The environmental aspects of the interaction are very important. The organizational design of the classroom can be at corners or workshops, focus, etc., but must always look after the child to perceive. Through verbal interaction, the teacher facilitates this perception. Phase 2: Discussion of Problems: Through dialogue between teacher and student or teacher and the group, students select activities and present alternatives. Phase 3: Implementation: Throughout the execution of tasks, the children, individually or in small groups, interact with each other and materials with the teacher. Step 4: Wrap: Its main function is for children to express their feelings in the learning experience and to check the advancement and progress in the task. 2 – The classroom should allow the removability of equipment and children to adapt better to different educational processes. 3 – Furniture must be accessible for the management of children. 4 – The teaching-learning process should facilitate the development of a child’s positive self-concept, setting goals that are easy to achieve to develop socializing. 5 – Motivation must be intrinsic to facilitate meaningful learning. 6 – The process should take into account the views of children and their parents. 7 – The process should allow the incorporation of parents into some homework in collaboration with the teacher. 8 – The teaching-learning process should aim to compensate for differences that have a socio-economic background, working on linguistic, cognitive, etc.

Assessment Strategies: 1 Assess qualitatively the social development of each child through a series of accomplishments to be determined in different maturation models. 2 Establish self-assessment tools for children to check their progress in the group. 3 Observe and process the child’s interaction with the group and with other children. 4 Assess the adequacy of materials and processes to the proposed objectives.