Introduction
Theories surrounding early childhood and education overall show different approaches to how behavior is formed. One is the social cognitive theory introduced by Albert Bandura in the 1970s-1980s (Allison and Tharby, 2015; Bandura, 1971). The present essay discusses this theory and how it is currently applied to early education. First, the paper considers the approach and its main elements to present how social cognitive theory interprets learning processes. Next, another framework – the Early Years Foundation Stage (EYFS) – is taken to review whether the two approaches agree. Finally, the current issue of COVID-19 is investigated to explore the link between the considered models and childhood learning. Social cognitive theory underpins the EYFS and demonstrates a lack of necessary experiences for children learning during the COVID-19 pandemic.
Theory Background: Albert Bandura’s Social Cognitive Theory
The social cognitive theory was built upon the social learning theory, but both approaches by Bandura are founded on the same principles. Bandura argues that learning occurs in an environment where one agent is observing the behavior of another and processes the action and responses to it (Bandura, 1978). As such learning is social, and observing consequences plays a significant role in repeating and remembering behaviors. People are active agents who perceive acts and analyze them before adding or not adding them to their behavior. Thus, a cognitive step in behavioral attrition exists in which a person uses the mental processes of education.
Four main stages of social learning, the basic process discussed in the current theory, exist. They are similar for children and adults, but this theory addresses early childhood as a period where these behaviors become the foundation of one’s future patterns (MacBlain, 2021). The first stage is attention – the person is paying attention to a specific behavior and the consequences of it for the model performing it. For example, a child may see another child cleaning up toys and being praised for this. The second step is retention, in which a person may store the observed behavior without limitation. During this time, the behavior becomes a part of one’s cognition as the child becomes aware of the potential actions and their outcomes.
Motor reproduction is the next step, during which a child may repeat the observed activity physically. In the used example, a child may clean up toys awaiting the same positive response from his parents or caretakers. It should be noted that the step of motor reproduction is effective only if the agent can repeat the observed behavior – otherwise, it will not become a new behavior (Bandura, 2019). Finally, the last element of social learning is motivation; as noted above, the agent has to be motivated to act (Bandura, 1971). Internal and external motivation sources are valuable, as the agent may want to receive a reward, desire goal achievement, or fear punishment for not acting. There are three main components of motivation: value, expectancy, and affective reaction (Bandura, 1971). Thus, if a child appraises cleaning up as beneficial, this behavior will likely be learned successfully.
Another Theory: The EYFS
The concepts proposed by Bandura create guidelines for helping children learn behaviors inside a social group. The social cognitive theory reinforces the idea that early education has to focus on modeling and reciprocal interaction. The influence of this approach can be seen in the Early Years Foundation Stage (EYFS). It is a set of standards developed by the UK Department of Education for working with children between the ages of 0 and 5 (Early Years Foundation, 2021). This framework introduces prime and specific areas of development that help children build foundational learning skills for further education. Prime areas include communication, language, emotional, social, and personal and physical development (Early Years Foundation, 2021). These skills are acquired by allowing children to play various games and complete tasks, where providers assist and foster a learning environment.
Thus, one can connect the two approaches in their use of model behavior and reciprocal interaction as foundational in creating specific behaviors in early education. The development of social and communication skills is fostered through supportive relationships with adults, which may be seen through Bandura’s theory as the successful introduction of models into children’s lives. The reflection on both frameworks shows how the EYFS builds on the concepts introduced in the social cognitive theory. It seems to agree with its foundational idea of children’s social learning and the need for motivation to reinforce behaviors.
Current Political and Cultural Situation: COVID-19
The analyzed frameworks highlight the need for creating a supportive environment where children can repeat behaviors by observing and analyzing models. Such repetition often requires proximity to the model – children need to be close to those they watch to adequately explore the outcomes of the seen actions (Tharby, 2015). Although programs based on the EYFS support this idea, the recent COVID-19 pandemic has made it difficult for children to interact with one another and caretakers for an extended period of time. The political situation during the COVID-19 pandemic does not allow educators to fully implement the elements of Bandura’s theory in real life due to the closure of public spaces and social distancing. It requires them to think of new ways of presenting information, teaching cultural norms, and modeling using virtual methods.
Based on the ideas presented by Bandura, such a lack of connection and real-life events puts individuals at risk of not forming behaviors in the period of early education. Thus, children may miss out on formative experiences of skill and behavior pattern building, leading to slower emotional and social development. Studies demonstrate that online education replaces the learning environment partially (McCrory, 2020; Szente, 2020). Nevertheless, children still suffer tremendously from the lack of physical proximity (Penfold, 2021). In particular, children from low-income households and minorities experience difficulties connecting with peers (Thacker-King, 2023). The COVID-19 pandemic demonstrates the ramifications of limiting children’s access to model behavior.
Conclusion
In conclusion, Bandura’s social cognitive theory adds to the behavioral approach to children’s learning and perceives them as active agents to repeat the behaviors of models after performing mental activities. The main aspects of the process are attention, retention, motor reproduction, and motivation, which are important for the child to remember and keep new behaviors. The principles outlined by Bandura align with the standards of the EYFS regulating children’s early education. The two approaches support the idea of stimuli and rewards being used in child development. Currently, the importance of this theory is further reinforced by the issues brought on by the COVID-19 pandemic, which has limited children’s access to connecting with behavior models.
Reference List
Allison, S. and Tharby, A. (2015) Making every lesson count: six principles to support great teaching and learning. Camarthen: Crown House Publishing.
Bandura, A. (1971) Social learning theory. New York, NY: General Learning Press.
Bandura, A. (1978) ‘Social learning theory of aggression’, Journal of Communication, 28(3), pp. 12-29.
Bandura, A. (2019) ‘Applying theory for human betterment’, Perspectives on Psychological Science, 14(1), pp. 12-15.
Early years foundation stage (EYFS) statutory framework (2021) Web.
MacBlain, S. (2021) Learning theories for early years practice. Thousand Oaks, CA: Sage.
McCrory, A. (2020) ‘“What a Coronacoaster!” Navigating primary science education in primary schools during the ongoing COVID-19 pandemic: EYFS and primary school teacher perspectives on the affective and pedagogical impacts of the pandemic’, Journal of Emergent Science, (19), pp. 6-18.
Penfold, S. (2021) ‘Has the COVID-19 Pandemic affected children’s emotional literacy and are we doing enough to support them?’, Early Childhood Studies Degrees Network, pp. 1-14.
Szente, J. (2020) ‘Live virtual sessions with toddlers and preschoolers amid COVID-19: implications for early childhood teacher education’, Journal of Technology and Teacher Education, 28(2), pp. 373-380.
Thacker-King, J.S. (2023) ‘Global educational ramifications of COVID-19 on minorities and students living in poverty or extreme poverty: a literature review’, Journal of Global Education and Research, 7(3), pp. 226-233.
Tharby, A. (2015) How to use modelling successfully in the classroom. Times Educational Supplement. Web.