Tag: theories of learning

Critical pedagogy of Henry Giroux

~ Storykate ~ Leave a comment

Critical pedagogies are mentioned among the most important pedagogies educators should rely on the EYLF 2.0 (AGDE, 2022): “critical theories that invite educators to challenge assumptions about curriculum, and consider how
their decisions may affect children differently” (p.13).

I already talked abot critical pedagogies in my video The Truth about Critical Pedagogies https://youtu.be/fMTPGKuamNc

Henry Giroux is certainly one of the most influencial theorists of critical pedagogies and critical theories. His ideas have greatly influenced the field of radical, critical pedagogy, focusing on equality, democracy, and justice – values that are crucial in early childhood education. So… let’s talk about him!

Who is Henry Giroux?

Giroux earned his doctorate in 1977 from Carnegie Mellon University, specialising in curriculum theory and the sociology of education. His career spans teaching at Boston University and Miami University in Ohio, where he became a professor of pedagogy and an honorary researcher. Later, he was a chair of the Department of Secondary Education at Pennsylvania University.

Key ideas

Giroux’s work revolves around several core themes relevant to early childhood educators. They are

  • Equality and Democracy. Giroux believes that education should foster a democratic society where every child’s voice is valued, regardless of their background. Do you think EYLF V2.0 also promotes that?
  • Cultural politics and critical pedagogy.He advocates for an education system that acknowledges and incorporates diverse cultural perspectives, ensuring that all children feel represented and respected. Repsect for diversity is embedded in the EYLF V 2.0
  • Teachers as intellectuals. Giroux sees teachers as transformative intellectuals who help shape a more just and equitable society.
  • The concept of otherness. Giroux’s key idea of “otherness” is all about culture or social positioning of groups as an element of democratic participation.

According to the philosopher and theorist, education should go beyond school boundaries and instantly become a part of social life, giving it an inevitable political context. It is not a neutral concept (which is similar to the ideas of Paulo Freire) and shuold not be taken for granted.

Education, Giroux argues, is not just a simple means of cultural reproduction but serves those who hold power in society, facilitating their access to power and rights. Giroux insists that education should be seen as a state of resistance, mobilising activities of struggle for liberation from cultural hegemony, which stigmatises, isolates, and alienates significant segments of the population.

Giroux’s radical pedagogy requires a new vision — one that celebrates what does not yet exist, what is possible, looking beyond immediate givens to the future and fighting for new possibilities for humanity.”

Critical Pedagogy in Practice

In his works, such as “Ideology, Culture and the Process of Schooling” (1981) and “Theory and Resistance in Education” (1983), Giroux promotes critical thinking and awareness. For early childhood educators, this means encouraging children to question and explore the world around them, fostering a sense of curiosity and critical awareness from a young age.

Democracy and participation

Giroux’s vision of democracy is about equal participation for all, which is essential in early childhood settings. By creating inclusive classrooms where every child feels heard and valued, educators can lay the foundation for a more democratic society. This involves recognising and celebrating “otherness” – the diverse cultural and social backgrounds that children bring to the classroom. Giroux highlights the importance of this by stating, “the notion of ‘otherness’ concerning culture or social positioning of groups as an element of democratic participation is essential.” This is aligned with the ideas of Reggio Emilia project and rights – based education, anti-bias curriculum approach.

Educators and children voice

Giroux’s approach empowers both educators and children. Teachers are seen as key agents in promoting social justice and equality, while children are encouraged to engage critically with their community and society. This helps build a community of learners who are aware, engaged, and committed to making a positive impact. Giroux states: “schools should be places of cultural production and transformation, where an individual or group expands their powers and freedoms, becoming a member of a just society that guarantees personal and collective autonomy.”

Key Works

One essential book by Henry Giroux is “Theory and Resistance in Education” (1983), where he explores many of the critical ideas discussed above.

Final thoughts

I think, that Henry Giroux’s radical pedagogy offers valuable insights for early childhood educators. His principles of equality, democracy, and critical awareness, can help you, as an educator, to create more inclusive and empowering learning environments.

Giroux’s work reminds us that education is not just about transmitting knowledge but about shaping a just and equitable society, starting with our youngest learners. I wonder how you can add Giroux’s ideas into early childhood education philosophy and program?
I think it can help foster a generation of children who are not only knowledgeable but also critically aware and socially responsible.

Watch Henry Giroux videos

For more insights from Henry Giroux, you can watch his video here.

What do you think about Henry Giroux ideas?
Storykate

Albert Bandura’s Socio-Behaviourism in Early Childhood Education

~ Storykate ~ Leave a comment

I’ve been in Early Childhood Education for 15 years, and I’ve found that the socio-behaviourist approach aligns well with how I see children and their learning. I’ve seen firsthand how effective it is. When children observe respectful and positive behaviour, they’re more likely to join in and display respectful interactions too. I reckon this approach supports all children in behaving appropriately.

I draw inspiration from the work of psychologist Albert Bandura. His Social Learning Theory has big implications for early childhood education. Bandura says children learn by watching others and seeing what happens next, and that fits right into the socio-behaviourist way of thinking.

Humans learn socially, not just intellectually. This means we learn from our peers, parents, teachers, coaches, etc., rather than solely from books.

I strongly believe that children need clear teaching and strategies to boost their learning, sense of belonging, and identity in their learning spaces (DET, 2010). This could include using positive praise, talking to them, and showing the right way to behave – all things Bandura talks about in his theory.

One good thing about the socio-behaviourist approach is that it works for all students, even those with intellectual disabilities, neurodiversity and problems with self-regulation(Autism Speaks, 2008). This theory is all about behaviours – how they’re learned and unlearned. It’s a practical framework that can be used everywhere in different classrooms.

In the next sections, we’ll dive into Albert Bandura’s Social Learning Theory, looking at the main ideas and showing how it can work in real-life early childhood education. By looking through this lens, we can get a better grip on how learning and behaviour connect, and how teachers play a big part in guiding young minds.

Albert Bandura is a Canadian psychologist who is best known for his work in social learning theory and social cognitive theory. His theories have had a significant impact on the fields of psychology, education, and communication. Bandura’s work emphasizes the importance of observational learning, imitation, and modelling in the acquisition of new behaviours.

Here are the key components of Bandura’s social learning theory:

  • Observational Learning: Bandura argued that much of human learning occurs through observation and imitation of others. Individuals learn by watching the behaviour of others, observing the consequences of those behaviours, and then adjusting their behaviour accordingly.
  • Example: In a preschool setting, a group of children is observed imitating their teacher as she demonstrates how to properly hold a marker and write their names. The children learn by watching the teacher’s movements and then attempting to mimic her actions. That’s why I love to write in front of preschoolers.
  • Modelling: Bandura introduced the concept of modelling, which involves individuals imitating the behaviours of role models. Role models can be real people, characters in the media, or even symbolic figures. The more similar the observer perceives themselves to be to the model, and the more positive the consequences of the model’s behaviour, the more likely the observer is to imitate that behaviour.

Example: During a show-and-tell activity, a child brings in a puppet and performs a story. Other children in the group are excited and decide to create their own puppet shows, modelling their performances after the one they observed during show-and-tell. After my puppet shows, children often imitate my actions too.

  • Reciprocal Determinism: Bandura proposed the concept of reciprocal determinism, which refers to the dynamic interaction between an individual, their behaviour, and their environment. This model suggests that individuals not only influence their environment but are also influenced by it, and these factors continuously interact.

Example: A child who is praised and rewarded for sharing toys with peers is more likely to continue sharing in the future. The positive reinforcement from teachers and peers, as well as the supportive environment that encourages sharing, influences the child’s behaviour, creating a cycle of reciprocal determinism. This is really universal strategy.

  • Self-Efficacy: Bandura introduced the concept of self-efficacy, which is an individual’s belief in their ability to succeed in a particular situation. According to Bandura, self-efficacy plays a crucial role in determining whether individuals will engage in certain behaviours and how much effort they will put into those behaviours. High self-efficacy is associated with greater persistence and resilience in the face of challenges.

Example: Imagine a child who completes a challenging puzzle with the help of a teacher’s encouragement develops a sense of self-efficacy in problem-solving. This child is more likely to tackle similar puzzles independently in the future, believing in their ability to overcome challenges. Self-efficacy is still highly valid concept, which makes Bandura more contemporary than, let’s say B.F. Skinner or John Watson.

  • Vicarious Reinforcement: Bandura emphasised the role of vicarious reinforcement, where individuals learn from the consequences of others’ actions. Observing others being rewarded or punished for their behaviour can influence the observer’s likelihood of engaging in similar behaviours. Children are very observant when it comes to this kind of scenarios.

In a classroom, one child receives praise and a small reward for cleaning up after a painting activity. Other children observe this and, seeing the positive consequences, are more motivated to clean up after their own activities, anticipating similar positive reinforcement.

OBSERVATIONS AND MODELLING

It is not possible to talk about Albert Bandura without discussing Bobo Doll Experiment

Albert Bandura’s Bobo Doll Experiment is a famous study that provided empirical support for his social learning theory. Conducted in 1961, the experiment aimed to investigate the role of observational learning and modelling in aggressive behaviour.

Bandura and his colleagues divided children into three groups. In each group, children were exposed to different models demonstrating aggressive behaviour toward a Bobo doll—a large, inflatable, and weighted doll designed to return to an upright position after being knocked down.

They had three experiment conditions:

  • Aggressive Model: Children in this group observed an adult model displaying aggressive behaviour toward the Bobo doll, such as hitting, kicking, and using aggressive language.
  • Non-aggressive Model: Children in this group observed an adult model engaging in non-aggressive play with other toys in the room.
  • Control Group: Children in this group had no exposure to a model interacting with the Bobo doll.
    • After exposure to the models, the children were placed in a room with the Bobo doll and other toys. The researchers observed and recorded the children’s behaviour to assess whether they imitated the aggressive or non-aggressive behaviours they had witnessed.

Findings:

  • The Bobo Doll experiment demonstrated that children learn behaviours through observation and imitation of models.
  • It highlighted the importance of modelling and the role of environmental factors in shaping behaviour, particularly in the context of aggression.

The Bobo Doll Experiment had a profound impact on the understanding of social learning and aggression in children. Bandura’s findings emphasised the significance of modelling and observational learning in the development of behaviours, reinforcing the idea that children learn not only from direct experiences but also from observing and imitating others in their environment.

Watch about Bobo Doll Experiment