The Sustainability of Behaviorist Principles in Developing Holistic Competencies in Early Childhood Education and Elementary School Students

Abstract

Purpose: to explore the sustainability and relevance of Behavioristic principles in contemporary education at the early childhood education (PAUD/TK) and elementary school (SD) levels. Behaviorism is often considered a classical theory. Does its main principle of reinforcement still implicitly dominate teachers' behavior management practices in shaping holistic competencies such as character, social-emotional, and student discipline?

Design/Methodology/Approach: using a qualitative approach with a Systematic Literature Review (SLR) that refers to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) model. This model is used to collect, analyze, and synthesize literature systematically and transparently regarding the application of Behaviorist principles in holistic education.

Results/Findings: indicate that Behaviorist principles remain sustainable and strongly internalized in learning practices, functioning as a "hidden motor" in holistic competency-based curricula. Positive reinforcement, habituation, and repetitive practice have proven to be the main effective mechanisms in shaping discipline, responsibility, and positive behavior in students, which are important components in the development of holistic competencies in early childhood and elementary school education.

Originality/Value: This study contributes to the understanding of how classical learning theory remains pedagogically relevant in the context of modern education. By mapping the continuing role of Behaviorism in holistic character formation.