Vicarious learning and types of behaviors in infants of Initial Education

Abstract

This article analyze the ways in which vicarious learning encouragesthe reproduction of behaviors in infants of initial education. The research was born from a problem evidenced in the classroom of a private institution located north of the city of Quito in order to understand the reproduction of aggressive behavior in toddlers through vicarious learning. The methodology used was basedon a qualitive approach observing and collecting information to deepen the investigation. The methods used were: the synthetic analytical, the ethnographic and the hermeneutical. In addition, the technique of direct observation of the children was used; and the interviews that were applied to two teachers. The results determinedthat infantes manifest different behaviors according to the activity and the envionment. Although aggressive and acquired behavior have greater incidence.Iignorance about vicar learning by teachers was also determined. This leads to the majority of behaviors especially the aggressive see them as natural by age without considering the space or change that directly affect these behaviors. Research emphasizes the importance of considering vicarious learning as one of the aspects that affects the behavior of infants within the educational space and that can be mediated or modified processes through reinforcements. Likewise it is necessary that there are more information in Ecuador on this subject so that teachers create learning guidelines.