Play and Learning Theory

Behavioral Theory

The first of these theories is a fundamental behavioral theory, which suggests that human (and animal) learning may be broken down into basic stimuli and responses. Any one bit of environmental data may carry along with it a series of responses. The frequency of exposure to those stimuli dictates what responses become ingrained (or conditioned) and what responses do not. For instance, behavioral learning may be viewed according to a childhood game of Tag. Presumably, successful performance of this game requires that all players (or “taggees”) remain out of reach of the “tagger.” In this game, one basic stimulus would be the tagger, whom all others are supposed to avoid being tagged by. [Page 492]Thus, a basic response to this stimulus is avoiding the reach of the pursuing tagger.

Reward may be received by not being a tagger for an extended period of time—if at all. According to behavioral theory, children would play this game in such a way as to achieve such success. Perhaps the slower runners would remain near secure bases, while faster runners may avoid getting too close to the tagger. On the other hand, the tagger may be rewarded by targeting certain other runners. Together, all children playing such a game are learning to play each role in such a way that will reward their effort. According to behavioral theory, the basic stimuli and responses that are apparent in this game (and others) are what guides learning. Together, behavioral theory supposes that learning involves reflexive and involuntary processes.

Operant Conditioning

Another learning theory that extends beyond basic behavioral theory is known as operant conditioning. Although operant conditioning still underscores the importance of stimulus and responses, it also includes a somewhat broader view of the environment in which one learns. Briefly, operant conditioning supposes that individuals are freely operating in the environment and forced to deal with the consequences of their behaviors. As opposed the behavioral theory, basic stimuli do not necessarily drive behavioral response, but rather experience with consequences is what matters. Learning is a more complicated and voluntary process. The game of Tag may also illustrate operant learning principles.

According to this theory, each child engaged in the game is a free and independent individual working within the game environment. Presuming that the game is played regularly, experience with this game accrues and permits the players to understand consequences in relation to various actions. Players associate certain actions with positive reinforcement (e.g., receiving the congratulations of peers after a game), negative reinforcement (e.g., no longer being “it” after having tagged another), or punishment (e.g., falling while running through a puddle). The players may engage in learning by gaining experience and knowledge about the actions and consequences within the confines of the game. Together, this theory offers a slightly more complex notion of learning than behavioral theory. However, although operant conditioning suggests that learners are voluntarily operating in their environments, there is still little acknowledgment of learners being higher-order thinkers.

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