The Behaviourism Perspective

Discuss about the Theories of Teaching and Learning for Developmental Review.

The theories of learning are expanding and evolving continuously. According to most of the people, learning is essential in developing the ground of knowledge. However, different people leverage different point of view in explaining the importance of learning and its consequences. It is worth mentioning that, theorists use different perspectives of learning for showing the importance of developing a learning environment and in this context, two of the main perceptive learning theories will be taken into account for showing the how various methods are effective in developing a learners world of knowledge. One of the perspectives is behaviourism where the other one is all about constructivism perspective.

According to the viewpoint of behaviourism, learners are passive in responding to environmental stimuli. A learner starts off with a clean slate and then behaviour can be shaped by the person through positive or negative reinforcement. Both the negative reinforcement and positive reinforcement enhance the possibility that previous behaviour can happen again. On the other hand, it is worth mentioning that, punishment has that potential to reduce the likelihood that previous behaviour may happen again (Mason, 2017). Based on this behaviourism perspective, it can be stated that learning is all about bringing change in behaviour within the learner. A number of behaviourists recognize conditioning as the global learning process and it is worth mentioning that, there are mainly two types of conditioning that are helpful in defining the different perspective of behaviourism effectively. Ivan Pavlov performs the experiment on animals (Pavlov’s dogs) and comes up with the theory of classical conditioning. In relation to the classical conditioning, it can be stated that classical conditioning occurs when a natural reflex shows reaction toward a stimulus. As opined by Scheele & Papazu (2015, one of the examples of classical conditioning in the environment of education is all about the irrational fears and anxieties among the students. Thus, from the behaviourist perspective, it can be mentioned that teachers need to provide immediate feedback to the learners and thus, it is essential for the teachers to avoid punishment. Apart from this classical conditioning, B.F. Skinner introduces the concept operant conditioning which is related to the voluntary behaviour among the learners. As per this perspective, if a reward or reinforcement system can be followed then the response from the learners becomes more probable. B.F. Skinner believes that positive reinforcement has that effectiveness in changing behaviour rather than punishment (Johnson, Kohler & Ross, 2017). Therefore, a central strength of behaviourism lies in the fact that, results can reliably be reproduced experimentally. Based on the statement, Myles & Mitchell (2014), argues that behaviourism does not have that potential to acknowledge an active human agency and thus, behaviourism is entirely a self-awareness which can typically be mediated through language. 

The Classical Conditioning and Operant Conditioning

Apart from this concept, it can be stated that a behaviourist perspective cannot provide an explanation of how a person makes procedural decisions. Thus, within a broad approach, it can be stated that observation of behaviour is the most prominent and convenient way of investing all the mental and psychological activities as per most of the behaviourism perspectives. Further, a behaviourist perspective does not have that potential to explain how a person negotiates between different types of potential goals and thus, it can be stated that, most of the human behaviour is not based on specific condition but correlates to different mental processes that are collaborative in nature. According to the viewpoint of Cohen & Waite-Stupiansky (2017), unlike the cognitive approach, the behaviourist perspective thinks that people can learn based on their experiences and thus, it ignores the entire mental processes that are potentially involved in the entire learning method. In a similar way, it can be stated that the behaviourism focuses on how environment nurtures and shapes behaviours. Thus, unlike humanist psychology (views humans as the active entity which has that potential to control and determine own development), behaviourists consider humans as the passive learner. This means that environment controls humans’ behaviours. Based on the statement, it can be stated that behaviours can be adapted through positive associations made with the effective environmental stimuli. Further, one of the considerable weaknesses of this perspective is that it rejects the importance and roles of biological factors upon the human behaviour and thus, it is entirely converse to the biological approach which considers the importance of biological factors upon the development of human nature (Zilio, 2016). However, the behaviourist perspective has some of the strengths as well. Hence, it is worth mentioning that, this particular approach focuses on a number of factors and practical applications for shaping behaviour. Some of the techniques include the use of rewards and positive feedback in education.

Apart from the didactic approach such as behaviourism, constructivism states that learning is all about an active and contextualized process of developing knowledge rather than just acquiring it.  Thus, according to the viewpoint of constructivism, knowledge can only be constructed on the basis of personal experiences and some of the hypotheses of the environment. Thus, on the contrary to the behaviourism perspective, the constructivists state that learners are not a blank slate and thus, past experiences and the cultural elements impact on the construction of knowledge. The constructivist Kiraly (2014), stated that learning is a constructive and active method where learners can develop knowledge on the basis of personal experiences. Based on the above-held statement, it can be stated that learners are information constructor. Hence, according to Piaget, “rather than being continuous, cognitive development among children is discontinuous and it proceeds sequentially through a number of ‘stages’ from childhood to adulthood” (Carey, Zaitchik & Bascandziev, 2018). Thus, all these stages are sensorimotor stages and constructivism is all about the awareness that some factors continue to exist even when it becomes out of sight. Therefore, the benefit of the constructivism perspective is that it provides the teachers or educators with that ability to listen to the children in what they can perform and cannot perform while completing a task. Thus, it lets the educators pay attention to recognising and analysing the errors a child makes when the person tries to solve a problem or significant (Cleaver & Ballantyne, 2014). In relation to this, Piaget states that educators have to develop a curriculum plan which has that ability to enhance students’ conceptual and logical perception. Hence, it is worth mentioning that, there is a concept used in the education system of Australia and New Zealand named ‘stage of age’ which refers those teachers need to be conscious and aware of the children’s present level of understanding (Zuvova et al., 2015). In this way, educators need to plan their activities according to the child’s current level. Piaget states that a child’s thinking is not similar to that of an adult and thus, educators need to be aware of this fact. Thus, one of the strengths of constructivism perspective is that it encourages higher recollection of learned material and thus, it is worth mentioning that, the constructivism perspective encourages teamwork, a multiplicity of thought and the self-management of skills for constructing a potential level of knowledge and understanding (Mattar, 2018). Apart from this, the constructivism encompasses some of the limitations as well. In relation to this, it can be stated that the application of constructivist model has successful implication within the classroom (Schcolnik, Kol and Abarbanel, 2016).

Strengths and Limitations of Behaviourism Perspective

An educational psychologist David Palmer states that constructivist-based learning and teaching encourages the introduction of novel models and materials for capturing the students’ attention and motivating them to engage in the learning process. Hence, students have required highly structural environments so that, learners become able to excel in the learning environment. Further, it is worth saying that, constructivism perspective may lead students to some of the confused and frustrated situations (Cooper & Ritchie, 2016). This is because, students may not have that capability to develop the relationship between the knowledge they are learning for with the knowledge they already have (Foote, Battaglia & Vermette, 2014). Thus, it is important for the educators to focus on the factors so that, it becomes possible for the learners to reframe and accommodate the expectation with the reality and outcome.

Thus, based on the above-held discussion, it can be students have an intrinsic need to be learned from the nature and thus, it is important for the educator and the teachers to provide caring and nurturing environment with some of the positive reinforcement so that, it becomes possible for a learner to get an environment where all the psychological needs are met. Thus, learning about the different theories and methods are required for the educators, so that, it becomes possible for them to get an in-depth understanding of psychological needs of the students positively.

Reference List

Carey, S., Zaitchik, D., & Bascandziev, I. (2015). Theories of development: In dialogue with Jean Piaget. Developmental Review, 38, 36-54.

Cleaver, D., & Ballantyne, J. (2014). Teachers’ views of constructivist theory: A qualitative study illuminating relationships between epistemological understanding and music teaching practice. International Journal of Music Education, 32(2), 228-241.

Cohen, L. E., & Waite-Stupiansky, S. (Eds.). (2017). Theories of Early Childhood Education: Developmental, Behaviorist, and Critical. Taylor & Francis.

Cooper, A., & Ritchie, C. (2016).Exploring learning theory and its signi?cance in education.In Exploring Children’s Learning (pp. 18-35).Routledge.

Foote, C., Battaglia, C., & Vermette, P. (2014). Constructivist strategies: Meeting standards & engaging adolescent minds. Routledge.

Johnson, G., Kohler, K., & Ross, D. (2017).Contributions of Skinner’s theory of verbal behaviour to language interventions for children with autism spectrum disorders. Early Child Development and Care, 187(3-4), 436-446.

Juvova, A., Chudy, S., Neumeister, P., Plischke, J., &Kvintova, J. (2015).Reflection of constructivist theories in current educational practice. Universal Journal of Educational Research, 3(5), 345-349.

Kiraly, D. (2014). A social constructivist approach to translator education: Empowerment from theory to practice. Routledge.

Mason, S. A. (2017). Behaviorist Theory.Encyclopedia of Autism Spectrum Disorders, 1-3.

Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning| El constructivismo y el conectivismo en tecnologíaeducativa: El aprendizajeactivo, situado, auténtico, experiencial y anclado. RIED.RevistaIberoamericana de Educación a Distancia, 21(2).

Myles, F., & Mitchell, R. (2014). Second language learning theories. Routledge.

Schcolnik, M., Kol, S., & Abarbanel, J. (2016).Constructivism in theory and in practice.In English teaching forum (Vol. 44, No. 4, pp. 12-20).US Department of State.Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.

Scheele, C. E., & Papazu, I. (2015). Changing individual behaviors or creating green societies? Advancing from a behaviorist to a social practice theory approach.Ecopsychology, 7(2), 104-111.

Zilio, D. (2016). On the autonomy of psychology from neuroscience: A case study of Skinner’s radical behaviorism and behavior analysis. Review of General Psychology, 20(2), 155.