102722513-Lagisa Moana EDU40021 Assignment 1: Portfolio

102722513

Lagisa Moana

Swinburne Online University

EDU40021

1|Page
102722513-Lagisa Moana EDU40021 Assignment 1: Portfolio

Theoretical Perspectives

As most people would agree, learning is an important part of life. Schunk (2012) believes learning involves

acquiring and modifying knowledge, skills, strategies, beliefs, attitudes and behaviours. To assist children in their

learning environment knowledge of theories and strategies are beneficial to enhance understanding and

development. The impact of theories on practice for educators as well as children, position learning in particular

ways which assist educators on how to teach and to understand children’s different learning styles and

development. A theoretical perspective that supports this would be the socio-behaviourist theory.

The behaviourist theory is often split into two distinct approaches: classical behaviourism (Pavlov) and social

learning theory (Bandura), with behaviourists believing that children are like clay, influenced by their

environment they can be moulded into anything such as a doctor, musician or lawyer (Department of Education

and Training [DET], 2010). By providing a rich nuturing learning environment, children build relationships and

explore their sense of identity as they learn begin to learn appropriate and unappropriate ways of behaving. A

characteristic of behaviourism includes the belief that with the right reinforcement anything is possible to develop

children’s learning, with a key focus on behaviours being ignored will decrease, and rewarded behaviours will be

repeated with positive encouragement and reinforcement to motivate learning. The social learning aspect of

behaviourist theory recognises that the learner plays an active role through connections and making choices about

how they behave. The learning environment and experiences strongly holds a close connection to children’s

behaviour, as a response children learn through their environment through their interactions with it.

The behavioural theoretical perspective in early childhood explores key ideas of behaviour being learned therefore

beahaviour can also be unlearned. It recognises children’s behaviour can be influenced based on a response they

receive, in connection to the pedagogical practices educators reinforce, model and encourage appropriate

behaviour through rewards. Children learn through having their own behaviour being rewarded and praised, and

imitating what they have observed through role models, therefore reinforcements can be seen as direct (educator-

mediated rewards) or indirect (child themselves observing consequences of others’ actions).

2|Page
102722513-Lagisa Moana EDU40021 Assignment 1: Portfolio

Philosophy Statement

High hopes early learning centre (ELC) is committed to providing children and families within our community the

highest quality of care and education in an environment in which they belong.

We celebrate the diversity and multicultural nature of the community in which we live and acknowledge the

original custodians of this land, the Bunurong People of the Kulin nation, on whose land we now stand, and we pay

our respects to the Elders past, present, and emerging. This supports children as they settle and build

relationships, feeling a sense of belonging. Our families also reflect a range of multicultural backgrounds and

languages. This diversity enriches the life of our service and we strive to reflect this diversity throughout the

centre, as well as in our programming and daily experiences we provide for the children.

In relation to children:

 We believe all children are given equal opportunities of learning regardless of their culture, gender, socio-

economic background and supporting the inclusion of all children who require additional support.

 Educators will use positive forms of behaviour guidance and build partnesrships with families to

collaborate through the process in supporting children’s learning.

 Through our learning programs we ensure that:

 Children have a strong sense of identity

 Are connected with and contribute to their world

 Have a strong sense of wellbeing

 Are confident and involved learners

 Are effective communicators

In relation to families:

 We acknowledge that families are the most important people in their child’s life and hold valuable

information to share in a collaborative partnership.

3|Page
102722513-Lagisa Moana EDU40021 Assignment 1: Portfolio
 We believe that partnerships with families are beneficial to their children’s success and we endeavour to

create sound and reciprocal relationships with our parents and the wider community.

 We strive to extend learning in a child’s first language and incorporate home and cultural experiences

acknowledging that cultural history shapes learning and development.

In relation to educaors and staff:

 We recognise and respect that every educator is an individual with diverse needs, interests, skills,

knowledge and experience.

 We encourage and give opportunities to our educators to reflect on current practices and to further their

skills and knowledge through training.

 We abide by AECA Code of Ethics, UN Convention of the Rights of the Child, standards set by the

Australian Children's and align our curriculum with Education and Care Quality Authority (ACECQA),

National Quality Framework (NQF) and The Early Years Learning Framework.

In relation to the program:

 We acknowledge that educators play an important role in providing nuturing learning environments to

shape children’s identities giving them the skills to face life’s challenges.

 We recognise learning environments provide opportunities for children to learn at their own pace utilising

individual skills and abilities.

 Documentation is in the form of daily reflection journals, children’s portfolios, work samples and displays

of children’s projects around the centre all of which are available to families for input at all times.

In relation to the environment:

 We believe that our centre is an extension of our children’s home environments by establishing a calm,

friendly and positive atmosphere where children take ownership and are active participants in respecting

themselves, each other and our resources.

 We encourage children to positively contribute to creating eco-friendly and sustainable environments. This

helps the children to develop into active environmental ambassadors who are appreciative and exhibit an

awareness of our environment and the wider community for future generations.
4|Page
102722513-Lagisa Moana EDU40021 Assignment 1: Portfolio

References
Department of Education and Training [DET]. (2010). Educators' guide to the Early Years Learning
Framework for Australia. https://www.education.gov.au/child-care-package/resources/educators-guide-early-
years-learning-framework-australia
Nolan, A., & Raban, B. (2015). Theories into practice : understanding and rethinking our work with young
children and the EYLF. Australia: Teaching Solutions. https://commons.swinburne.edu.au/file/f4aa7cc7-88f0-
4f9c-adcd-fff4e680957e/1/9781925145045_pp5-14.pdf
Schunk, D. H. (2012). Learning theories an educational perspective. Pearson Education, Inc.
Learning involves acquiring and modifying knowledge, skills, strategies, beliefs, attitudes, and
behaviors. People learn cognitive, linguistic, motor, and social skills, and these can take many forms.
At a simple level, children learn to solve 2 2 ?, to recognize y in the word daddy, to tie their shoes,
and to play with other children. At a more complex level, students learn to solve long-division
problems, write term papers, ride a bicycle, and work cooperatively on a group project. This book is
about how human learning occurs, which factors influence it, and how learning principles apply in
various educational contexts. Animal learning is de-emphasized, which is not intended to downgrade
its importance because we have gained much knowledge about learning from animal research. But
human learning is fundamentally different from animal learning because human learning is more
complex, elaborate, rapid, and typically involves language. This chapter provides an overview of the
study of learning. Initially, learning is defined and examined in settings where it occurs. An overview
is given of some important philosophical and psychological precursors of contemporary theories that
helped to establish the groundwork for the application of learning theories to education. The roles of
learning theory and research are discussed, and methods commonly used to assess learning are
described. The links between learning theories and instruction are explained, after which critical
issues in the study of learning are presented. At the end of this chapter are three scenarios that
involve learning with elementary, secondary, and college students. Background information is given
about the learners, teachers, instruction, content, setting, and other features. In subsequent chapters,
these scenarios will be used to exemplify the operation of learning principles. Readers will benefit
from seeing how different learning principles are applied in an integrated fashion in the same
settings. The opening scenario describes a situation that happens to many students when they take a
course in learning, instruction, or motivation and are exposed to different theories. Students
Introduction to the Study of Learning 3 often think that they are supposed to believe in one theory and
adopt the views of those theorists. They often are confused by the perceived overlap between
theories. As Russ says, that is normal. Although theories differ in many ways, including their general
assumptions and guiding principles, many rest on a common foundation. This text focuses on

5|Page
102722513-Lagisa Moana EDU40021 Assignment 1: Portfolio
cognitive views of learning, which contend that learning involves changes in learners’ cognitions—
their thoughts, beliefs, skills, and the like. These theories differ in how they predict that learning
occurs—in the processes of learning—and in what aspects of learning they stress. Thus, some

1 Introduction

Strong supported strategies within the learning setting will setup students to develop awareness of

their individual learning and sense of wellbeing as they strive to reach their full potential. In this case

study, I believe Skinners operant conditioning was strongly influenced through the Principals display

of actions (Johnston & Nahmad-Williams, 2008, pp. 193–195). Careful consideration of the strategies

and identified behaviours within this situation could have prevented the events at hand. Applying an

awareness to identify behaviours and creating a deeper understanding that focuses on assisting

students in learning and developing appropriate behaviours can influence the outcome of the

situation and help both the principal and student (Kearns, 2010). Also seeking ways to implement a

safe, respectful, and reciprocal learning environment that promotes positive interactions between

students and teachers and between students and their peers can help support awareness of other

factors influencing their learning such as cultural traditions, beliefs and religion. Implementing a

controlled and autonomic strategy that is child centred as well as a changed teacher approach can

positively maximise and encourage the students learning and behaviour (Miller, 2003, pp. 41–56).

6|Page
102722513-Lagisa Moana EDU40021 Assignment 1: Portfolio

2 Findings- 2.1 Chosen theories and rationale

Theories within this case study features Skinners operant conditioning displayed through the

Principals actions towards the student as he removes the student. Applying Banduras social learning

theory to the situation provides opportunity for the student to learn and imitate appropriate behaviours

necessary within the learning environment role modelled by the Principal (Doherty, J., & Hughes,

2009). Identifying the student’s actions within the setting as he refuses to engage displays several

factors that could affect his learning and wellbeing causing the lack of interaction. Acknowledging the

student’s wellbeing and identifying their feelings and emotions will encourage positive relationships

between the Principal and student, developing an understanding as Bandura believes students are

observational learners, paying attention to their peers and surroundings, retaining and processing the

information and utilising and applying what they have learnt into their learning developing positive

reinforcements that are beneficial to their individual learning (Kearns, 2010).

Another theory that can be applied in this case study is Bronfenbrenner’s ecological systems theory

that supports all aspects and factors surrounding the students learning (Powell & Tod, 2004).

Applying Bronfenbrenner’s theory focuses on building and supporting the student’s wellbeing

providing a safe learning environment, encouraging positive relationships between the Principal and

student, and providing support and assistance for the student when having a meltdown (Doherty &

Hughes, 2009 pp. 381–385). Implementing this approach within the educational setting will

encourage a calm approach to the situation, allowing the Principal to relate to the student and

discuss opportunities for support with the student, while encouraging professional training for

teachers to promote continuous awareness of ADHD and strategies to assist in supporting their

learning and well-being (Conway, 2009 pp. 142–158).

7|Page
102722513-Lagisa Moana EDU40021 Assignment 1: Portfolio

2.2 Familial Considerations

There are many factors that influence behaviours within the students learning. Family is one the main

and most influential factors that contributes and nurtures the students learning and development

(Kearns, 2010). In the case study, support from the student’s family is especially important currently

as the student starts at a new school and suffers from ADHD. In general, starting a new school is

daunting and for a student suffering from ADHD, starting at a new school can be very overwhelming

as presented in the case study as the student has a “tantrum”.

Providing this critical information before hand, the Principals approach to the situation could have

been prevented, instead applying the appropriate strategies to nurture and comfort the student

through their meltdown and seek help and support to encourage positive behaviour whilst providing

the opportunities for professional development (Salend, 2001 pp. 279–286). Being inclusive and

aware of ADHD, provides support and acknowledgment that assistance is provided to encourage

students to reach their full potential. Forming and maintaining reciprocal and respectful relationships

with families will encourage a sense of belonging and trust to share important information about their

child to scaffold and enhance their learning (Doherty & Hughes, 2009).

8|Page
102722513-Lagisa Moana EDU40021 Assignment 1: Portfolio

2.3 Support Organisations

Support organisations are especially important as part of being an inclusive school supporting

students with ADHD and their families as well as the whole community. Forming partnerships with

families building trusting relationships with them encourages that initial discussion of valuable

information about the student that teachers need to seek and suggest strategies with families to

support and enhance the learning of their child. Researching organisations can assist teachers

practices as they support the management of student behaviour through external services, providing

support for home also and the approaches parents can take towards their child’s behaviour.

It is important to incorporate external help within the educational setting to assist students in their

learning as students without support could suffer negative effects from neglect as family and peers

are unaware of the behaviour (Mitchell & Ziegler, 2007, pp. 204–217). Ensuring proper

support, maintaining relationships and good communication networks with families will enhance the

well being of the student suffering from ADHD.

9|Page
102722513-Lagisa Moana EDU40021 Assignment 1: Portfolio

3 Recommendations- 3.1 First Strategy/Recommendation

Orientation

Implementing an orientation day for students as they start at the school for the first time can be

beneficial as this will provide the student with a tour of their surroundings. It is important for schools

to implement an orientation programme to allow students to familiarise themselves with the

environment as they form relationships with their peers and teachers (Doherty, & Hughes,

2009). As many things can influence student’s behaviour and their wellbeing providing teachers with

the adequate professional development, trainings, and support can equip teachers with the strategies

to support and scaffold the students learning (Salend, 2001 pp. 279–286).

Applying an effective professional practice supports teachers as they identify behaviours within the

setting that requires assistance, acknowledging the psychological and physiological needs the

students have and attending to them as they nurture their learning. Within this strategy, the student

can build secure, respectful, and reciprocal relationships with the teacher and peers as they build

trust, encouraging partnerships between the family and school (Kearns, 2010). This strategy also

promotes the self confidence of students as well as enhancing their social and emotional wellbeing.

10 | P a g e
102722513-Lagisa Moana EDU40021 Assignment 1: Portfolio

3.2 Second Strategy/Recommendation

Controlled and autonomy strategy.

Implementing a controlled and autonomic strategy at first to diffuse the situation could have been

beneficial as it is based on a child centred approach. This strategy can be very influential to

implement within the educational setting as it builds a curriculum of learning and development based

on the interests and skills of the student. In terms of the student suffering from ADHD, implementing

changes to the classroom set up can influence their ability to learn as the teacher seeks balance

between overstimulation for the student with ADHD and students who need stimulation to learn

(Conway, 2009). As This approach can individually modify the learning to suit all differing abilities

while encouraging and supporting maximum flexibility to encourage the student to reach their full

potential.

Within this strategy, it also provides the opportunity for students to be responsible for monitoring and

enforcing their own behaviours developing a sense of self control. Applying this approach to the

whole school, can provide a deeper understanding and awareness for inclusion of students with

disabilities and behavioural needs as they may be subjected to bullying out of the classroom

(Conway, 2009).

11 | P a g e
102722513-Lagisa Moana EDU40021 Assignment 1: Portfolio

3.3 Third Strategy/Recommendation

Proactive approach

It is important for students to be able to navigate their way through their environment with the

confidence and the ability to be motivated in their learning. When reflecting over the case study, it is

evident that there are behavioural management strategies based on a child centred approach that

can influence the learning of the student. Implementing this approach ensures teachers are

developing trusting relationships with students to develop an understanding of their interests, seeking

ways to extend on the students learning and implementing strategies that have been modified to suit

the ability of the student (Kearns, 2010). Continuous reflection over this approach is necessary as it

allows freedom for the student to guide and motivate their learning through their interests. This also

develops the student’s ability for self-control as they implement their and acknowledge their own

reinforcements.

This strategy highlights the key points of the humanistic approach displaying the approach of the

teacher acknowledging the needs of the students and providing the necessary assistance to create

and engaging learning environment (Salend, 2001). Continuous reflection of behavioural

management is recommended to ensure the strategies are still scaffolding and

nurturing positive behaviours withing the learning environment.

12 | P a g e
102722513-Lagisa Moana EDU40021 Assignment 1: Portfolio

References

Conway, R. (2009). Behaviour support and management. In A.F. Ashman & J.

Elkins (Eds). Educating for inclusion and diversity (pp. 142-158). Frenchs Forest,

NSW: Pearson Education Australia.

Doherty, J., & Hughes, M. (2009). The social and moral world of the child. Child

development (pp. 377-378). England: Longman / Pearson.

Johnston, J. and Nahmad-Williams, L. (2008). Early Childhood Studies. New York: Taylor and
Francis.

Kearns, K. (2010). Frameworks for learning and development (2nd Ed.).French Forest, NSW:
Pearson.

Miller, A. (2003). Strategies with individual students. In Teachers, parents and

classroom behaviour (pp. 41-56). Maidenhead: McGraw-Hill International.

Mitchell, P. & Ziegler, F. (2007). Development of antisocial behaviour.

Fundamentals of development: the psychology of childhood. Psychology Press,
Hove, England. Retrieved from https://commons.swinburne.edu.au/file/fd021001-
ff7e-4934-a388-98d9030e6b5c/1/992435887.pdf.

Powell, S., & Tod, J. (2004). Bronfenbrenner's Ecological Systems Model [adapted
figure]. in A systematic review of how theories explain learning behaviour in
school contexts (p. 4). EPPI-Centre, Social Science Research Unit, Institute of
Education, University of London.

13 | P a g e
102722513-Lagisa Moana EDU40021 Assignment 1: Portfolio
Salend, S.J. (2001). Creating a classroom environment that promotes positive
behaviour. Creating inclusive classrooms (pp. 277-320). New York:
Merrill/Prentice Hall.

14 | P a g e