Behaviorist Learning Theory in the Kindergarten Classroom

Melissa Strandrige from the Department of Educational Psychology and Instructional Technology, University of Georgia defines behaviorist learning theory as emphasizing changes in behavior that result from stimulus-response associations made by the learner. The educator provides the stimulus and the student is expected to provide the desired result. Through repetition and practice the learner is capable of reproducing the desired result both academically and behaviorally.

There are many instances in a kindergarten classroom where behaviorist learning theory is practiced. Pitler, Hubbell, Kuhn, & Malenoski (2007) note “the instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In my kindergarten class we regularly talk about the importance of demonstrating their best effort in all that they do in class. This pertains to doing their best work on assignments, showing their best behavior in different situations, and being the best person they can be every day. We discuss effort when we make sure that we are adding extra detail in our pictures and writing sentences. Student’s behavioral efforts are measured and collected on a weekly basis through our behavior chart. Their assignments are measured on accuracy, completeness and accuracy in order to help them recognize the impact of their effort in completing assignments.

Pitler, Hubbell, Kuhn, & Malenoski (2007) emphasize the importance of homework and practice to a students developing understanding and point out, “as an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Our grade level produces a homework packet that is distributed the first day of the week and is returned the last day of the week. It is designed to give the students an opportunity to demonstrate their understanding of the material covered in class. When the students are able to retain their information and use it later it is considered that they are making strides to understanding and comprehension. Homework is also another vehicle for students to practice and review new concepts. Pitler, Hubbell, Kuhn, & Malenoski (2007) recognize that “having students practice a skill or concept enhances their ability to reach the expected level of proficiency” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Behaviorist learning theory functions well in many aspects of the kindergarten learning experiences. We also incorporated practice in the classroom using websites such as Starfall.com, PBSkids.org and Brainpopjr. Starfall is designed to provide differentiated literacy instruction based on the needs of the learner. The students use Wordworld on PBSkid.org to build their vocabulary and reading skills. Brainpopjr. can address a great deal of subject matter. Each of these websites provide immediate feedback which is valuable in the learning process. In addition we also use flash cards for sight word review with the understanding the once the words are easily recognized the learner will be better able to read and then move to refining their level of reading comprehension. Behaviorism has a place in the learning environment and helps students learn the appropriate responses and develop their understanding.