CHAPTER OBJECTIVES
1. Define the term discipline.
2. Plan for discipline that enhances self-concept.
3. Evaluate behavior-management systems.
4. Plan strategies for both individual and group guidance.
5. Plan discipline that is appropriate for children with special needs.
6. Plan discipline that is appropriate for children from diverse backgrounds.
CHAPTER OUTLINE
1. Discipline vs. Punishment
A) Discipline means guiding children in developmentally appropriate ways to achieve self-control.
B) Punishment is designed to enforce obedience to authority.
i. Corporal punishment involves physical contact, usually spanking.
ii. Noncorporal punishment involves aversive activities or restriction of privileges.
iii. Punishment is associated with aggression, lack of self-control and fear of mistakes.
C) The theory behind time out advocates time for children to consider actions and their consequences. In practice, time out is frequently used a punishment.
D) Alternative strategies to time out include:
i. A "cool down moment" for teachers and children
ii. Helping children identify the problem
iii. Helping children brainstorm solutions iv. Teacher monitoring
E) In order to discipline effectively, teachers must understand normal child development and have reasonable expectations for children's behavior.
2. Self-concept includes all of a person's ideas and feelings about his/her self. Self-esteem is a person's ideas and feelings about their value as a person.
A) Parenting style effects self-esteem. Authoritative parents have children with the highest self-esteem, while authoritarian parents demand obedience, often raising children with low self-esteem.
B) Child autonomy and adult responsiveness and respect are associated with higher child self-esteem.
C) High self-esteem is encouraged by play, by beginning and maintaining friendships, and by teachers guiding and modeling appropriate pro-social behavior.
D) By giving children choices and/or natural and logical consequences, teachers will encourage development of self-esteem.
3. Curriculum and room arrangement play a large role in children's ability to control themselves and the need for adult guidance.
A) Children need freedom to move and explore, especially during the preschool years. Unnecessary restrictions will increase the number of normal child behaviors that are seen as misbehavior.
B) Children's ability to self-discipline is decreased when
i. they are not interested in curricular activities
ii. they must wait for long periods
iii. room arrangements result in disruptive traffic patterns
iv. Iarge open spaces are available for physical rough play
v. they do not know what to expect
C) Autonomy means that children learn to make reasoned decisions. it does not mean that they can ignore rules or other people's needs.
4. Guidance and teaching
A) Teachers who have Constructivist beliefs should offer behavior-related guidance in ways that allow children to construct a meaningful understanding of the underlying principle.
B) Teacher reactions should be within the zone of proximal development, and therefore less intrusive for older and more skilled children.
C) Strategy discussions and modeling are good techniques for teaching self-discipline and interpersonal skills.
D) Responses to social problems use four skills
i. Social skills refer to discrete abilities needed when interacting with people.
ii. Verbal skills refer to the ability to express needs and opinions in spoken words.
iii. Social knowledge refers to perspective taking and parity.
iv. Dispositional learning refers to the acquisition of specific strategies for resolving social problems. However, children can also learn that general problem solving strategies can be applied to social situations.
5. Guiding Groups
A) Rules are necessary.
i. The number of rules should be kept to a minimum. ii. Children should have some input into how rules are structured. iii. Rules should be clear and explicit
B) Social comparison should be avoided.
C) Offering strategies and alternatives to misbehavior can increase children's self-control.
D) Transitions increase the need for discipline.
i. Filler activities can be used for children who are ready early so that they do not need to wait for children who are ready later.
ii. Distribution of materials should be eff'cient to minimize children's waiting.
iii. Allow children to choose alternative activities if the group activity is inappropriate for them.
6. Guidance Decisions
A) Not all misbehavior requires teacher intervention.
B) If teachers decide to respond to child behavior, the response should be private,
supportive and offer developmentally appropriate strategies to help the child use self-control.
C) With-it-ness is awareness of the activity in the classroom at all times.
D) Anecdotal records allow the teacher to track growth in children's self-control skills.
E) No one, teacher or child, can be perfect at all times.