I need help in stating the differences among social and classic learning theory to attachment theory.
Classic learning theory differs from social and attachment theory in that it awards specific roles to those who are involved in the learning process. Ivan Pavlov is connected to the "classical" mode of behaviorism in that he developed a model of interaction where behaviors are encouraged by reward, maintained by scheduled feedback/reward, or extinguished by bad reinforcement or no feedback at all. This is what the classical learning theory entails: that someone entices a specific behavior and develops ways to contour it out of an exchange of rewards or negative reinforcement (punishment, removal of reward, etc). When a behavior needs to be extinguished, then the teacher of the behavior would also develop a way to make the behavior so disagreeable to the learner that the latter will not consider repeating it.
Social learning is an Albert Bandura-based theory where the learning process does not occur through a specific schedule of intervals, rewards, nor reinforcement. It occurs naturally as we mimic the behaviors of others. When the behaviors appeal to us, we tend to imitate and adpot them. When they disagree with us, we shun away from them. Eventually, those selected behaviors are what we will build into our natural tendencies, creating thus our unique personalities. The implication of social learning in the academic setting is that modeling should be ever-present. The teacher and peers serve as the ones who set the example of proper academic behavior and discipline that will ultimate lead students to succeed.
Attachment theory is basically what makes it all happen. It is a theory proposed by John Bowlby, who defined is as a
lasting psychological connectedness between human beings
In every way, attachment theory is a bond between humans that is ever so much more solidified through interaction. Our daily dynamics basically strengthen or weaken our natural tendency to connect and bond with others. There are four forms of attachment
- secure attachment
and later on Main and Solomon (1984) added the disorganized-insecure attachment to the list.
The implication in the regular classroom is that these types of attachments will result in success because the more secure the attachment the stronger will be the self-esteem of the student. Therefore, caregivers, educators, and all the people who in any way secure the student should demonstrate a genuine want to see the child be safe and succeed.