PSYC FPX 2700 Assessment 3 Social Learning Theory and Preterm Children

PSYC FPX 2700 Assessment 3 Social Learning Theory and Preterm Children

Student Name

Capella University

PSYC-FPX2700 Child Development

Prof. Name:

Date

Social Learning Theory and Preterm Children

PSYC2700 Overview

Welcome to the Parent Support Group of the Riverview Community! This session explores essential aspects of child development through the lens of Albert Bandura’s Social Learning Theory, with a particular focus on Avery, a preterm child. The goal is to understand how social learning influences developmental milestones in physical, cognitive, and social-emotional domains, and to identify atypical developmental patterns for early intervention and support.

Key Topics Covered:

• Understanding Social Learning Theory

• Examining Aspects of Child Development in a case study

• Identifying Atypical Development

• Engaging in a Q & A Discussion

Albert Bandura: Social Learning Theory

Definition

Albert Bandura’s Social Learning Theory posits that learning occurs through observation, imitation, and modeling (Bee, 2019). Children do not solely learn through direct reinforcement; they also acquire new behaviors by watching others, interpreting their actions, and replicating them. This process integrates cognitive, behavioral, and environmental influences, emphasizing that children are active participants in their learning environments rather than passive recipients.

Core Concepts

Bandura identified four primary components of social learning:

Concept	Description
Attention	Children must focus on the behavior being modeled to learn effectively.
Retention	Observed behaviors are stored in memory for later use.
Reproduction	The child must possess the physical and cognitive ability to reproduce the behavior.
Motivation	The child must have a reason or desire to imitate the behavior, often influenced by rewards or social approval.

These principles are illustrated through Bandura’s famous Bobo Doll Experiment, which demonstrated that children mimic aggressive behavior when they observe it being rewarded (Drewes, 2008).

Observational Learning and Modeling

Observational learning is the process of acquiring behaviors by watching others, while modeling involves the reproduction of observed behaviors (Cherry, 2019). Through these processes, children develop social norms, problem-solving skills, and emotional regulation. Parents, teachers, and peers serve as models, and their behaviors significantly shape children’s responses in both typical and atypical developmental trajectories.

Physical Aspects of Child Development – Avery

Avery, a five-year-old child born prematurely, exhibits both typical and atypical physical development patterns.

Characteristic	Observation
Energy Level	Displays high energy and participates enthusiastically in physical activities.
Physical Size	Slightly smaller than peers due to preterm birth but remains in good health overall.
Activity Preference	Enjoys outdoor play, dancing, and movement-based games, which support motor development.

According to the CDC (2021), Avery’s physical milestones align with age-appropriate expectations, although her smaller stature is a residual effect of preterm birth. Frequent movement breaks help maintain focus and prevent physical restlessness.

Social Aspects of Child Development – Avery

Avery exhibits emerging social-emotional competencies alongside some challenges related to her premature birth.

Social Behavior	Description
Social Interaction	Enjoys helping her mother care for her younger sister, demonstrating empathy and social responsibility.
Peer Relationships	Exhibits shyness in group settings and finds it difficult to initiate friendships at school.
Emotional Expression	Communicates affectionately with family and shows emotional understanding of others’ feelings.

Research suggests that children born prematurely may have delays in social cognition and peer engagement (Zmyj et al., 2017). However, strong familial relationships and guided social exposure can promote adaptive social development.

Cognitive Aspects of Child Development – Avery

Cognitive Skill	Description
Creativity	Demonstrates advanced artistic talent and enjoys creative activities such as drawing and painting.
Literacy	Reads above grade level and shows strong interest in storytelling and books.
Attention Span	Struggles with concentration during lessons unrelated to personal interests.
Learning Style	Excels in visual and hands-on learning environments.

According to Berk and Meyers (2016), Avery’s strengths in artistic and linguistic skills suggest advanced cognitive flexibility, while her difficulties focusing on less engaging subjects may indicate a need for differentiated instruction and environmental support.

Case Study: Avery

Physical Development

Avery was born prematurely, requiring additional developmental support during infancy. She often needs frequent breaks during structured activities to remain engaged. Without these breaks, she becomes restless or disengaged. Consistent physical activity and structured transitions help manage her energy levels.

Social Development

At school, Avery is reserved and tends to avoid group play. This social inhibition may stem from limited early social exposure or heightened sensitivity to peer judgment. Interventions such as peer pairing, positive reinforcement, and role-play scenarios can enhance her social confidence (Denham et al., 2014).

Cognitive Development

Avery’s cognitive profile reflects asynchronous development—strong reading and artistic abilities contrasted with limited focus on less stimulating subjects. Teachers can encourage learning through integrated arts-based approaches, connecting creative interests with academic tasks to sustain engagement.

Atypical Development in Preterm Children

Preterm birth often affects the trajectory of neurodevelopment, influencing attention, emotion regulation, and social cognition (Montagna & Nosarti, 2016). These children may show variability in executive function, delayed peer relationship skills, and heightened sensitivity to environmental stressors. However, early identification and family-centered interventions—including social modeling, play therapy, and positive reinforcement—can significantly improve developmental outcomes.

Question & Answer

Q: How can parents use Social Learning Theory to support children born prematurely?
A: Parents can model positive behaviors, reinforce effort, and encourage observational learning. Demonstrating calm responses, empathy, and persistence teaches children how to manage challenges effectively.

Q: What role do peers play in the development of preterm children?
A: Peers provide essential social learning opportunities. Encouraging cooperative play and structured peer interactions fosters emotional regulation and social competence.

Q: How can educators support attention and focus in preterm children?
A: Incorporating movement breaks, visual learning tools, and interest-based instruction can help sustain attention and accommodate developmental differences.

References

Bee, J. R. (2019). What to Know About Social Learning Theory [Illustration]. Verywell Mind. https://www.verywellmind.com/social-learning-theory-2795074

Berk, L. E., & Meyers, A. B. (2016). Infants and children: Prenatal through middle childhood (8th ed.). Boston, MA: Pearson.

Centers for Disease Control and Prevention. (2021). What developmental milestones is your 5-year-old reaching? https://www.cdc.gov/ncbddd/actearly/milestones/milestones-5yr.html

Cherry, K. (2019). How Does Observational Learning Actually Work? Verywell Mind. https://www.verywellmind.com/social-learning-theory-2795074

Denham, S. A., Bassett, H. H., Zinsser, K., & Wyatt, T. M. (2014). How preschoolers’ social-emotional learning predicts their early school success: Developing theory-promoting, competency-based assessments. Infant and Child Development, 23(4), 426–454. https://doi.org/10.1002/icd.1840

PSYC FPX 2700 Assessment 3 Social Learning Theory and Preterm Children

Drewes, A. A. (2008). Bobo revisited: What the research says. International Journal of Play Therapy, 17(1), 52–65. https://doi.org/10.1037/1555-6824.17.1.52

Montagna, A., & Nosarti, C. (2016). Socio-emotional development following very preterm birth: Pathways to psychopathology. Frontiers in Psychology, 7, 80. https://doi.org/10.3389/fpsyg.2016.00080

Zmyj, N., Witt, S., Weitkämper, A., Neumann, H., & Lücke, T. (2017). Social cognition in children born preterm: A perspective on future research directions. Frontiers in Psychology, 8, 455. https://doi.org/10.3389/fpsyg.2017.00455

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