Module 2 • Behaviour Problems 1.3 Discipline
Discipline and punishment are not the same. When used correctly, punishment is a small part of the total discipline process.
Discipline is teaching children: • how to make better choices about their behaviour • to be responsible • to think for themselves • to realise that they have the power to choose how they behave.
The purpose of discipline is not control, but co-operation. Children choose to behave because it makes sense to behave and it makes them feel good.
Imagine your class makes a mess during creative activities.
• You can get angry and punish them by keeping them in during break. Both parties will end up feeling miserable. Here, you are trying to control the children’s behaviour.
OR • You can tell them that you see that they really enjoyed the activity, but you are disappointed that they left a mess. You know they can do better. They must please clean it up and let you know if they need help. This approach encourages the children to control their own behaviour.
Children learn by copying. A child observes and imitates. Scientists refer to this as modelling. When you speak in a calm voice, you teach children to stay calm when provoked. When you apologise for using bad language, you teach your children to take responsibility for mistakes. When you behave in a responsible manner, you teach your children to behave responsibly. Make sure the children have appropriate behaviour to model.
1.4 Rules
Children must know what is being expected of them. Ask the children to help you with the setting of rules. Most rules, concerning the pre-school child, concern their safety and protection. When rules are simple and logical, they are easy to follow.
Successful change of unacceptable behaviour depends on a consequent response on the educator’s side. It is confusing for the child if the educator pays attention to a problem the one day and the following day she ignores it. This implies double standards. The educator’s role in the handling of behaviour problems is an important one. The ability to be consequent and understanding is important. She must be able to see the child’s “wrong” behaviour as unacceptable behaviour. Assess the behaviour and not the child.
The parent-educator relationship is important in the application of discipline. The educator must discuss inappropriate behaviour with the parents. The parents and educator must work together to solve the problem of unacceptable behaviour.
34 DEFINITION
Consequent: logically correct or consistent
REMEMBER
If there isn’t a rule, the child can’t break it! Do not assume that a child knows how to behave in certain circumstances.
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