CHILD DEV – S.U. 7. CH.13 THE ROLE OF DISCIPLINE IN THE DEVELOPMENT OF THE YOUNG CHILD LEARNING OUTCOMES: -Definition of concepts (p. 188 – 191) -Factors influencing behaviour (p.191 – 192) -The purpose of discipline (p.192) -The value of discipline (p.192) -Different disciplinary styles (p. 192-193) -Implementation of discipline (p.194-196) -Language of discipline (p.196) -Discipline in the primary or family situation (p197-198) -Discipline in the school situation (p.198-200) -General guidelines for the application of discipline (p.200-201) -Red flags – unacceptable behaviour (p.201-202)

1

2

Characteristics of the

educational relationship

UNIQUENESS

INTERACTION INEQUALITY

The process of educating is dependent

on certain conditions

Relationship of trust

Relationship of knowing

Relationship of authority

Discipline

To teach, to train, to coach

Moulding of child’s character in its entirety by encouraging good behaviour and correcting

unacceptable behaviour

An interpersonal concept, referring to the set of rule and norms that define acceptable behaviour =

form of social control

Child’s voluntary obedience to the influence and guidance of a suitable adult educator, as well as his personal appropriation of the educators knowledge

attitudes and ideals

Punishment

A stimulus with a negative valence,

A stimulus which causes pain, discomfort and dissatisfaction when desired or previously estb. modes of behaviour are not forthcoming

Reform Reprisal

Protection Deterrent

7

“Unisa Past Papers Qu”

In table form, compare punishment &

discipline (10).

Reward

Any stimulus, situation or verbal expression which is given after the successful or satisfactory completion of a task or action

It increases the likelihood that the desired behaviour will appear again in similar circumstances

DEVELOPMENTAL

FACTORS INDIVIDUAL &

PERSONAL

STYLE

SOCIAL &

EMOTIONAL

NEEDS OF CHILD

CULTURAL-

SPECIFIC

INFLUENCES

ENVIRONMENTAL

FACTORS

FACTORS INFLUENCING BEHAVIOUR

11

“Unisa Past Papers Qu”

What is the purpose of discipline? Do you

think it is useful? Give a reason for your

answer. (10).

To lead the child toward responsible moral independence

& decision-making

Involves leading the child through discipline to achieive self-

sicisipline and demonstrate socail behaviour

Adult teaches child to understand his//her physical and social world

and to live in harmony with it. Socially acceptable beh = social

integration & adopting norms and values of community

The educators should: gradually give child opps to be responsible for own actions; to ex self control = communicates trust to the child

Purpose of Discipline

Gives child a sense of security

Serves as a reinforcement of the ego

Promotes socially acceptable behaviour

Child learns to conduct self so as to gain approval of his

behaviour

Helps the child develop self-discipline, incl. self-control and indep, decision making

The Value of Discipline

Different Disciplinary Styles

PERMISSIVE ABSENT

AUTHORITARIAN DEMOCRATIC

Four Components of the Implementation of Discipline

• Essence of discipline

• They set limits in which child can move

• Criteria against which behaviour will be measured

Rules & Regulations

• As a preventative measure

• As an educative medium

• As a motivator

Punishment

• Guides child in forming good habits

• Acknowledges good/correct behaviour

• Effective form of discipline

Reward

• Should be a measure of uniformity & stability in administering discipline.

Consistency

• Diversity in society – different norms and values

• Beware of this when confronting p’s about chns behaviour Values and norms

Four Components of the Implementation of Discipline

• Essence of discipline

• They set limits in which child can move

• Criteria against which behaviour will be measured

Rules & Regulations

EFFECTIVE RULE: 1. STATEMENT 2. DESCRIPTION 3. COMMUNICATION 4. METHOD 5. PLAN

Type and number of rules depend on: a) Size of group b) Age of chn c) Type of activity

Four Components of the Implementation of Discipline

• As a preventative measure

• As an educative medium

• As a motivator

Punishment

Guidelines when punishment is given: a) Child must understand why being punished b) Child must realise his/her action is being rejected, no him/herself c) Should only be administered to cause change of behaviour, not revenge d) Don’t punish a group because of one guilty one e) Should always be fair and appropriate f) To fit the crime and have a direct relationship g) Avoid frequent punishment & continual threats h) Be consistent in giving punishment i) Don’t use sarcasm or belittling j) Estb reason for behaviour before using punishment k) Never shout l) No spanking/

Four Components of the Implementation of Discipline

• Guides child in forming good habits

• Acknowledges good/correct behaviour

• Effective form of discipline

Reward

2 TYPES OF REWARDS: 1. INTRINSIC Occurs within the child when he feels happy and content about something he has done well = self-respect 2. EXTRINSIC Use in disciplining young chn. 3 types:

i. Social Rewards ii. Activities & special privileges iii. Tangible rewards

Four Components of the Implementation of Discipline

• Should be a measure of uniformity & stability in administering discipline.

Consistency

BENEFITS EDUCATIONAL VALUE MOTIVATIONAL VALUE

Consistent behaviour from educator means child doesn’t become confused. Gives child a feeling of safety and accelerates the educative process

If acceptable behaviour consistently brings rewards & unacceptable behaviour is constantly punished, child is motivated to shape behaviour accordingly.

Four Components of the Implementation of Discipline

• Diversity in society – different norms and values

• Beware of this when confronting p’s about chns behaviour Values and norms

23

CHOICE OF WORDS

Use fewer words

Clear, simple statements

1. short explanation of what has happened

2. word about what behav is

acceptable/whats not

3. Suggestion of possible solution

TONE OF VOICE

Firm, calm – conveys

authority & child knows

whats expected.

Controlled speech

BODY LANGUAGE

Distance

Body position

Facial expression

Eye contact

Touch

ATTITUDE

Adults own childhood exp

often guides way they treat

child or react.

Discipline in the primary situation

Start early Set an example Set aside time for special attention

Set fixed limits

Be consistent Structure the young child’s environ

Divert the child’s att Control the situation, not the child

Involve the child by giving choices

Reward positive behaviour

Praise what your child does in specific terms

Strengthen child’s self-image

Decide on the specific behaviour that must be changed

Give a simple warning in a firm voice

Ignore some types of bad behaviour

Allow the child – within limits – sometimes to take the consequence of bad choice or decisions

Give punishment that is appropriate to the offence

Make use of “time out”

Reassure the child and explain things after the confrontation is over

When a disciplinary situation keeps on occurring, change the activity or venue

Individualise Discuss the situation with the child

Discipline in the school

DIRECT INDIRECT

26

INDIRECT ACCOMPANIMENT

27

“Unisa Past Papers Qu”

How would you use a direct manner of

discipline in terms of physical & affective

guidance within a group you are responsible for

(10).

DIR

ECT

AC

CO

MPA

NIM

ENT

Physical

Verbal

Affective

Normative

RED FLAGS: 4 motives which underlie chn’s behaviour

ATTE

NTI

ON

All chn want att.

Don’t assume “good” chn don’t need att

Child’s need for att. Is so great h/she would prefer –ve att to no att @ all

PO

WER

When an educator tend to act very authoritatively the child may feel powerless

He/she could rebel in effort to manipulate the adult

The result is a power struggle

REV

ENG

E Small chn have a highly dev. Sense of justice.

When they feel they are being punished unfairly / too severely, or feel hurt, they try to get back at adult

Child who seeks revenge often believes nobody loves him/her

AV

OID

AN

CE Poor self-concept

- may refuse to co-op, whine & complain, stress own helplessness Adult feels obliged to “save” them by doing everything for them. Child’s perception of incompetence - strengthened.

Video clip: Libby’s Little Tigers

• Establishing Ground Rules in a Reception Year Class: Behaviour in the Classroom

• ..\..\..\..\..\..\Videos\Teachers TV\Bayley on Behaviour - Libby's Little Tigers.wmv

• http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-6084445/

http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-Revisited-6084606/

../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmv../../../../../../Videos/Teachers TV/Bayley on Behaviour - Libby's Little Tigers.wmvhttp://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-6084445/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-6084445/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-6084445/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-6084445/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-6084445/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-6084445/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-6084445/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-6084445/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-6084445/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-6084445/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-6084445/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-6084445/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-Revisited-6084606/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-Revisited-6084606/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-Revisited-6084606/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-Revisited-6084606/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-Revisited-6084606/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-Revisited-6084606/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-Revisited-6084606/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-Revisited-6084606/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-Revisited-6084606/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-Revisited-6084606/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-Revisited-6084606/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-Revisited-6084606/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-Revisited-6084606/http://www.tes.co.uk/teaching-resource/Libby-s-Little-Tigers-Revisited-6084606/