So, if you set up positive reinforcement before hand and it is systematic it is not a quid pro quo? It is not bribery? Yo our hubris masking as self confidence is advocacy of treating children as a tabular rasa of manipulable programmable objects. Your contribution in the perpetuation of trauma and abuse is quite notable!
This seemingly matter of fact no nonsense presentation is entirely misguided. First of all, "The Principles of Learning" in accordance to behavioral based methodologies (Learning Theory) is not partly but entirely antiquated. Unfortunately our educational systems are only very slowly catching up. This paradigm shift begun in the mid 1990's to Developmental Emotional Neuroscience, Interpersonal Neurobiology and Polyvagal Theory. Is a child's interoceptively sense of self and interactions with other being neuroceptively (mind-brain-body) as safe or is his/her physiological state regulation/autonomic sympathetic nervous system adaptively mobilized for defensive fight/flight behavior or worse parasympathetic withdrawal/shutdown or dissociation? The question is how do we emotionally and empathically begin to understand from the perspective of the child? How do we deepen affect (emotional) reciprocal attachment and attunement around our child's functional developmental emotional-sensory processing differences? How do we as parents, teachers and simply humans begin to cultivate the conditions of physiological or autonomic state regulation of safety from our child's adaptive sympathetic nervous system of hyperarousal and defense/shutdown? We do so NOT by this manipulative, assaultive, condescending, bribery bs but rather by intersubjectively beginning to understand that all behaviors are the external or symbolic manifestation of what is occurring beneath the surface and begin to slow down (not regard our children as manipulative and positively reinforcing them like gerbils) and respectfully and engage with and around their feelings with them, from their perspective (i.e., n contrast to a factor assembly line of managed, shaped, direct surface environmental contingencies/behavior) . Thus, developing the biopsychosocial foundations of meaningful affect (emotional) co-regulation, empathy and compassion.
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So, if you set up positive reinforcement before hand and it is systematic it is not a quid pro quo? It is not bribery? Yo our hubris masking as self confidence is advocacy of treating children as a tabular rasa of manipulable programmable objects. Your contribution in the perpetuation of trauma and abuse is quite notable!
This seemingly matter of fact no nonsense presentation is entirely misguided. First of all, "The Principles of Learning" in accordance to behavioral based methodologies (Learning Theory) is not partly but entirely antiquated. Unfortunately our educational systems are only very slowly catching up. This paradigm shift begun in the mid 1990's to Developmental Emotional Neuroscience, Interpersonal Neurobiology and Polyvagal Theory. Is a child's interoceptively sense of self and interactions with other being neuroceptively (mind-brain-body) as safe or is his/her physiological state regulation/autonomic sympathetic nervous system adaptively mobilized for defensive fight/flight behavior or worse parasympathetic withdrawal/shutdown or dissociation?
The question is how do we emotionally and empathically begin to understand from the perspective of the child? How do we deepen affect (emotional) reciprocal attachment and attunement around our child's functional developmental emotional-sensory processing differences? How do we as parents, teachers and simply humans begin to cultivate the conditions of physiological or autonomic state regulation of safety from our child's adaptive sympathetic nervous system of hyperarousal and defense/shutdown? We do so NOT by this manipulative, assaultive, condescending, bribery bs but rather by intersubjectively beginning to understand that all behaviors are the external or symbolic manifestation of what is occurring beneath the surface and begin to slow down (not regard our children as manipulative and positively reinforcing them like gerbils) and respectfully and engage with and around their feelings with them, from their perspective (i.e., n contrast to a factor assembly line of managed, shaped, direct surface environmental contingencies/behavior) . Thus, developing the biopsychosocial foundations of meaningful affect (emotional) co-regulation, empathy and compassion.
Hi, neils. Still upset that your floor play time isn't considered evidence-based practice?