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Technique: Modelling
Definition:
Modelling is a process where children learn appropriate behaviour by copying the behaviour of others (MacNaughton & Williams, 2004). This is where educators (or a more knowledgeable other) lead by example instead of following a structured lesson to teach a behaviour or value for children to emulate. Therefore, educators set the learning environment and provide appropriate materials that aim to deliberately model positive behaviour, attitudes and dispositions during the process of the lesson. Moreover, modelling also occur incidentally where educators behave positively when a situation arises which allows children to observe and apply the skill independently (MacNaughton & Williams, 2004).
Tying with our philosophy
In Sunshine Preschool, we focus on character building with the children. Therefore, based on our centre’s philosophy of inculcating values in our everyday lessons, we decided to include short videos of using modelling as a teaching technique to showcase how an educator can effectively use it as a strategy to reinforce emulating good behaviour and values among children.
In the two instances mentioned below, we want the children to express their own understanding of good behaviour and values within themselves by modelling positive behaviour from others (teachers). Based on social learning theorist Albert Bandura (1989; Bussey & Bandura, 1992, 1999), children can adopt attitudes and behaviours by observational learning which stems from observing behaviour from others. Therefore, we created these examples within the interactive learning environment set by teachers which supports concepts of helping others and cultivating a good practice of taking care of their personal belongings. Thus, this incidental experiences create learning points for children to model and imitate the skills in the future.
As teachers play a huge role in interacting with children within their microsystem in school, educators should take this opportunity to create experiences that teach and instill values and skills in children. This allows them to be competent learners as they take a positive and interactive approach in emulating positive behaviours reinforced by teachers or peers (Feeney, Moravcik & Nolte, 2013).
Scenario 1: Outdoor Lesson
Objective of lesson
Children will be able to:
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Kick the ball with their feet
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Pass a ball to another child by kicking it
Observations
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Children are engrossed in kicking and passing the ball with each other
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Child A. Falls down
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Teacher attends to child
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Child A. and B. kick about
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Child B. trips and child A. attends to her immediately
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Teacher recounts what happened during lesson
Analysis
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Teacher showcases positive behaviour of helping others when attending to the child
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Child emulates good behaviour and attitude displayed by teacher when attending to here peer
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Through this, the teacher points out positive behaviour elicited from the children and reinforces the values with the entire class
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Children learn the value of helping others when a situation arises, through taking initiative and the interaction between teachers and peers during activities
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This was where the teacher was alert to incidental and unplanned opportunities to model desired skills such as showing care and concern to others in need (MacNaughton & Williams, 2004)
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Moreover, through learning from each others’ experiences, children are likely to pick up and copy positive behaviours when an adult or peer is showcasing more examples to follow (Robison and Schwartz 1982; Marion 1987)
Other Possible Scenarios
Pack-up Time
I will pack up alongside the children and explain the importance of putting the things we used back in its original position. I will also tell them the appropriate way of putting back the items (i.e. no throwing, stack properly).
After observing, the children will model after the good practice of packing up after themselves.
This practice (packing up) provides children with a sense of predictability and control over what they can do or supposed to do in a given period of time after using the items (NEL, 2013)*
Field-trip
I will role-model the behaviour of a curious learner who elicits interests in exploring the environment while asking questions.
After observing this behaviour, the children will then model it and be curious about the way things work around them and the environment.
