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Skinner Meets Piaget on the Reggio Playground: Practical Synthesis of Applied Behavior Analysis and Developmentally Appropriate Practice Orientations

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Skinner Meets Piaget on the Reggio Playground: Practical Synthesis of Applied Behavior Analysis and Developmentally Appropriate Practice Orientations Journal of Rese~rch in Childhood Educa!ion Copyright 2008 by the Asoociation for 2008, Vol 22, No.4 Otildhood Educ.z!.(ion Jnterna1;ona( 0256·8543/08 Skinner Meets Piaget on the Reggio Playground: Practical Synthesis of Applied Behavior Analysis and Developmentally Appropriate Practice Orientations Bobbie Warash Reagan Curtis Dan Hursh West Virginia University Vied Tucci Tucd Learning Sol11tions, Inc. Abstract. We focus on integrating developmentally appropriate practices, the project approach of Reggio Emilia, and a behavior analytic model to support a quality preschool environment. While the above practices often are considered incompatible, we have found substantial overlap and room for integration of these perspectives in practical application. With the growing number ofchildren with disabilities and challenging behaviors in regula.T preschool classrooms, it is essential for early childhood teachers to have the skills to identify and help all learners. lf children do not have the competencies to listen, observe, participate, talk, and problem solve, then they cannot function in a developmentally appropri­ ate classroom or go beyond their developmental potentials. Imagine the scenario-Jean Piaget (1937, among philosophies, or can they integrate 1955, 1962, 1971, 2000) and B. F. Skin­ and mesh various theories (as Reggio Emila ner (1948, 1953, 1954, 1968) meet on the does) and still preserve the integrity of their preschool playground in Reggio Emilia, preschool classroom? Italy, not to dispute ideas but to "share" The complexity of teaching in early child­ theoretical issues that would contribute to hood is not an either/or situation. It requires a quality and functioning early childhood enacting a continumn ofideology with no the­ classroom. How beneficial this would be ory practiced in isolation. The Reggio Emilia for preschool teachers who are struggling approach, with its infusion ofvarious theories to apply the views of Reggio Emilia within and innovative practices, achieves a harmony their educational training and background among many contrasting philosophies and of developmentally appropriate practice sheds light on how to reconfigure such a rigid (DAP). Add the behavioral pe:r:spective of categorical system (Gardner, 1998). Enthusi­ the special needs teacher to the mix and asm for the Reggio Emilia approach came at a there is a menagerie of philosophical issues time when there was considerable professional floating in the air.... who is right? Do early discourse over the content ofDAP guidelines childhood educators have to dichotomize and constructivism as educational practices (Mallory & New, 1994). With its blended edu­ cational and cultural perspectives, Reggio has Authors' Note: The authors wish to acknowledge the ongoing support of Ron Zdrojkowski for the not only inspired American educators, but also work described here. His financial generosity stimulated the creation of a powerful arena and personal encouragement have been very· for reflecting on and questioning educational importa~t in making these efforts feasible. practices. 441 WARASH, CURTIS, HURSH, AND TUCCI The increased excitement and notable analysis of the dynamics of behavior-envi­ strengths ofinstructional practices used in ronment interactions focused on how events Reggio Emilia are recognized as being com­ establish, strengthen, maintain, and weaken patible with DAP. These advantages, com­ behavior. This extremely student-centered _, bined with the increased number of special focus is sensitive to the existing repertoires needs students included in preschools, forces of students (Skinner, 1968). Consistent" the early childhood teacher to filter through with Vygotsky (1978), it demonstrates how a wide variety of adaptations and approach- teachers can arrange activities that scaf­ ..- es:~< Can early childhood educators consider fold students' learning within their zone of themselves developmentally appropriate, proximal development so as to develop more have children engage in long-term proj­ sophisticated repertoires. All ofthese can be ects that provide for coinmunicative skills interpreted as developmentally appropriate and patterns of discourse, and "scaffold" practices. children to their developmental potential, The contrasts between these philosophical _ plus integrate behavior analytic teaching foundations are clear, but the commonalities methods (such as Direct Instruction and are often ignored. Both constructivism and Precision Teaching) into their fully inclusive behaviorism have as their goals the devel­ classrooms? We believe so. The first author opment of independent learners, learners is the director of a constructivist-oriented who have the skills to construct their own preschool influenced b¥ Reggio Emilia and learning (Skinner, 1968). Both suggest that . explores applications of behavioral theory, sufficient support be provided so that the the second author is a constructivist trained skills needed to learn are developed. Both developmental researcher, the third author focus on the learning of individual students, is an educational psychologist trained in tailoring instruction to ensure that learn- · Applied Behavior Analysis, and the fourth ing. Behaviorism as well as constructivism author is the creator of the Competent asserts that knowledge is constructed by Learner Model, a behavioral approach based the learner, rather than transmitted to the on the works of B.F. Skinner. Our focus in learner (Brooks & Brooks, 1993; Skinner, this article is on describing our integration of 1968). DAP, the project approach of Reggio Emilia, We recognize that what we are proposing and the use ofbehavior analytic strategies as flies in the face oftradition. Yet, early child­ the theoretical basis for a quality preschool hood educators face increasingly diverse environment at the West Virginia University student populations and can be assisted in (WVU) Nursery School. · facing the challenges of student diversity by We recognize that constructivist and DAP exploring the potential of integrating the perspectives based on the work of Piaget, highly influential perspectives of DAP and Vygotsky (1978), Bredekamp (1987), and behavioral practices to support their stu­ others are often presented as near polar dents' development as independent learners, opposites ofbehavioral accounts oflearning much the same way Reggio opened doors to and development (e.g., Berk, 2003; Cham­ various theoretical views. pagne & Tausky, 1976; Cobb, 2001; Santrock, 2001). While it is true that constructivism Evolution ofDevelopmentally developed at least partially in response to an /!ppropriate Practice (DAPJ increasing prevalence ofbehavioral practices The philosophical framework of DAP bas in U.S. preschools in the early 1960s (Brun­ been ingrained in the minds of early child­ er, 1986; Gardner, 1985; Gremmo & Riley, hood teachers for over 20 years-almost to 1995; Kagan, 1978; Kamii & Radin, 1967), the exclusion of other philosophical views. we are finding substantial overlap and room The term "developmentally appropriate prac­ for integration of these perspectives in prac­ tice" was first published in 1986 in a position tical application. Skinner's (1953) thorough statement from the National Association for 442 SYNTHESIS OF APPLIED BEHAVIOR ANALYSIS AND DAP the Education ofYoung Children (NAEYC) individual childr~n. because the controversy as a tool for programs seeking accreditation between predominantly child-initiated activ­ by NAEYC (Bredekamp, 1987; Bredekamp & ity and predominantly adult-initiated direct Copple, 1986). The position statement was instruction has left some children stranded drawn up partially in response to trends in the middle, when a balanced position is toward more formal academic instruction in their best interest. in early childhood programs (Shepard & These advancements in educational prac­ Smith, 1988). tices indicate significant changes and dem­ Ten years later, a revised version of the onstrate that early childhood pedagogy. is a position statement had significant changes journey toward best practices. Early child­ regarding what DAP entailed, particularly hood educators and researchers continually with respect to literacy and cognitive devel­ learn more as they strive to keep up with opment (Bredekamp & Copple, 1997; Dick­ ever-changing early childhood classrooms. inson, 2002). Based on major advances in Those struggling to keep developmentally research affecting interpretations of what appropriate practices in the forefront, but was and what was not considered DAP, also wanting to utilize other approaches, statements referring to the increased use realize that just as adjustments occurred of formal instruction in academic skills and in the definition of DAP, they should be the widespread use of inappropriate formal fostered in one's personal efforts to utilize teaching techniques for young children were best practices. Teachers of young children removed. In fact, the most recent version need to broaden the scope of DAP to include warned teachers about not challenging chil­ teaching practices that help children become dren adequately. There was a shift toward more competent in all domains. asserting the value of teaching, especially At the 2006 National Institute for Early as it pertains to literacy. Childhood Professional Development, In 2007, NAEYC published The Inten­ NAEYC held forums to launch discussions tional Teacher (Epstein, 2007). Epstein revisiting the current position statement reiterated that teachers need a repertoire
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