[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592702-105":59,"doc-detail-592702-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","you-say-praise-i-say-encouragement-negotiating-positive-behavior-support-in-a-constructivist-preschool","You Say Praise, I Say Encouragement - Negotiating Positive Behavior Support in a Constructivist Preschool","","A participatory action research study at the Arlitt Child Development Center examines how constructivist preschool teachers implement Tier I Positive Behavior Intervention and Support (PBIS) within a Response to Intervention (RTI) framework. Focus groups with teachers and school psychology doctoral facilitation generate constructivist strategies intended to reduce challenging behaviors while strengthening children’s self-regulation and agency. The study highlights a dissonance between behavioral and constructivist approaches, including teacher language and reinforcement emphasis. Findings suggest an eco-constructivist PBIS model as a basis for blended early childhood practice.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/you-say-praise-i-say-encouragement-negotiating-positive-behavior-support-in-a-constructivist-preschool/592702/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/you-say-praise-i-say-encouragement-negotiating-positive-behavior-support-in-a-constructivist-preschool/592702.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What research setting and approach does the study use?","Question",{"text":111,"@type":112},"The study is conducted at the Arlitt Child Development Center, a laboratory preschool at the University of Cincinnati. It uses participatory action research with naturalistic inquiry and teacher focus groups facilitated by a school psychology doctoral student.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Why is PBIS difficult to implement in constructivist preschool programs?",{"text":116,"@type":112},"PBIS is rooted in applied behavioral analysis and emphasizes reinforcement, while constructivism challenges behavioral teaching approaches. The paper argues that the mismatch is often most visible in how teachers communicate and the emphasis on reinforcement strategies.",{"name":118,"@type":109,"acceptedAnswer":119},"What do the findings suggest about integrating PBIS with constructivist practice?",{"text":120,"@type":112},"The study indicates that an eco-constructivist approach to PBIS may serve as a model for blended practices in early childhood programs, supporting children’s self-regulation and agency within classroom ecology.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},592702,1792086778,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","\"You Say Praise, I Say Encouragement\" -Negotiating Positive Behavior Support in a Constructivist Preschool  \nBy Victoria Carr􀀍 & Mary Boat†  \nA participatory action research study conducted at the Arlitt Child Development Center, a laboratory preschool at the University of Cincinnati, used naturalistic inquiry to create a solution for addressing challenging behaviors within an early childhood developmental and constructivist framework. In focus groups facilitated by a school psychology doctoral student, the center’s preschool teachers created constructivist strategies for addressing a Tier I Positive Behavior Intervention and Support (PBIS) framework that was based on Response to Intervention (RTI) processes. The aim was to assess the dissonance between behavioral and constructivist approaches to early childhood interventions, often most evident in teacher language used and the emphases on reinforcement strategies in behaviorist literature. Researchers employed eco-constructivism, a philosophical perspective for addressing challenging behaviors that emerge within the ecology of the classroom, to interpret teachers’ responses that were oriented toward fostering children’s self-regulation skills and child agency. Findings indicate that an eco-constructivist approach to PBIS may serve as a model for blended practices in early childhood programs.  \nKeywords: early childhood education, eco-constructivism, challenging behaviors, positive behavior and intervention supports, self-regulation.  \nIntroduction  \nEarly childhood educators work in varied types of preschool programs. These include Montessori, Reggio Emilia, Waldorf, nursery school or within programs that have self-identified monikers and pedagogical orientations. Yet, most early childhood programs use curricula grounded in constructivism, where children construct knowledge through their interactions with materials, adults, their peers, and their ideas (Bruner, 1966; Dewey, 1910; Piaget, 1962; Vygotsky, 1978) . Stemming from the tenets of what educators in the United States of America (USA) call developmentally appropriate practice, teachers who are well-grounded in theory and constructivist practice reject behavioral teaching approaches because constructivism belies the processes of reinforcement and direct instruction. However, within the scope of a high performing classroom that is developmentally appropriate, practices range from inquiry and scaffolding to intentional instruction techniques such as prompting, modeling,  \n􀀍Professor & Executive Director, Arlitt Center for Education, Research, & Sustainability, University of Cincinnati, USA.  \n†Associate Professor & Director, School of Education, College of Education, Criminal Justice, & Human Services, University of Cincinnati, USA.  \n[https://doi.org/10.30958/aje.6-3-1](https://doi.org/10.30958/aje.6-3-1) doi=10.30958/aje.6-3-1  \nand other evidence-based-practices (Copple & Bredekamp, 2009). While terminology between behaviorist and constructivists continues to be hotly debated, when used properly reinforcement can clearly communicate to children who have challenging behaviors what behaviors are appropriate, increasing the chances the positive behavior will return. This is the essence of positive behavior intervention and supports (PBIS) . PBIS is an effective method for addressing the function of inappropriate behaviors in early childhood classrooms. Yet, implementing PBIS practices in classrooms where constructivism philosophically grounds teacher-child interactions is challenging. PBIS may be particularly challenging when different disciplines engage practices based on differing theoretical approaches (e.g., a behaviorally-oriented school psychology approach within a constructivist laboratory preschool) .  \nInherent in constructivist early childhood classrooms is the belief that the messages children receive are very important to positive development. Messages that support children’s conceptual understandings are criti","cbCaiq2hqyWZgomv","https://ap.wps.com/l/cbCaiq2hqyWZgomv","pdf",490997,17,"English","# Introduction\n## Constructivist preschool curricula and teacher-child interaction\n## PBIS, RTI processes, and reinforcement debates\n## Classroom ecology, communication, and feedback language","[{\"question\":\"What research setting and approach does the study use?\",\"answer\":\"The study is conducted at the Arlitt Child Development Center, a laboratory preschool at the University of Cincinnati. It uses participatory action research with naturalistic inquiry and teacher focus groups facilitated by a school psychology doctoral student.\"},{\"question\":\"Why is PBIS difficult to implement in constructivist preschool programs?\",\"answer\":\"PBIS is rooted in applied behavioral analysis and emphasizes reinforcement, while constructivism challenges behavioral teaching approaches. The paper argues that the mismatch is often most visible in how teachers communicate and the emphasis on reinforcement strategies.\"},{\"question\":\"What do the findings suggest about integrating PBIS with constructivist practice?\",\"answer\":\"The study indicates that an eco-constructivist approach to PBIS may serve as a model for blended practices in early childhood programs, supporting children’s self-regulation and agency within classroom ecology.\"}]","You Say Praise, I Say Encouragement - Negotiating Positive Behavior Support in a Constructivist Preschool | PDF",1792075146,43]