Exploring the positive discipline practices of parents of children aged 1–5 years in Aotearoa New Zealand

Despite more than a century of academic scrutiny on parental discipline of children, parents’ use of positive discipline practices is not well understood. This article draws from a larger study (Southey, 2020) aimed at understanding the prosocial practices parents use to guide their children’s social, emotional, and behavioural development, and how they are informed in their practices. Findings suggest parents used positive discipline strategies at higher rates than coercive strategies. In terms of information and support, early childhood education (ECE) teachers were found to be the leading source of professional support for parents. This article recommends further research to understand the supporting role of ECE teachers.

Examiner les Résultats Relatifs aux Pratiques Parentales et les Facteurs Prédicteurs issus du Programme Positive Discipline in Everyday Parenting (PDEP)

Le programme Positive Discipline in Everyday Parenting (PDEP) apporte des techniques alternatives à la punition physique, aux parents, en promouvant la discipline positive. Cette étude évalue de façon préliminaire l’efficacité du programme sur des pratiques parentales telles que la discipline positive, l’utilisation de la punition physique et non-physique. Nous examinons auprès de parents si les changements post-programme sur ces pratiques parentales sont prédits par les variables appartenant au modèle cognitif du programme et celles appartenant au modèle des buts et actions. Les résultats montrent une diminution significative sur l’utilisation de la punition non-physique suite à la participation au programme, comparé aux parents sur la liste d’attente. De plus, les parents les plus impulsifs ont tendance à profiter le plus du programme. Ces résultats ont des implications importantes concernant les facteurs déterminants pour le succès du programme et les éléments qui peuvent influencer des changements dans l’utilisation de stratégies parentales punitives.

POSITIVE DISCIPLINE: SOLUTION TO BOOST STUDENTS’ SELF ESTEEM IN LEARNING ENGLISH AS FOREIGN LANGUAGE

<p>This theoretical concept is aimed to investigate how positive discipline is implemented in foreign language classroom and improve students’ self-esteem. As one of forms of classroom management, positive discipline expects long-term discipline planted in the learners’ behavior. There are five principles of positive discipline which can be implemented in language learning; Identifying long-term goals; Providing warmth and structure; Understanding child development; Identifying individual differences; Problem-solving and responding with positive discipline. The implementation of positive discipline which support classroom encouragement and confidence could improve learner’s self-esteem. By implementing the positive discipline, teacher also takes advantages on understanding more about his students’ character. In addition, learner would realize their long-term goal of learning foreign language which motivates them to be more active in the class.</p>

NON-VIOLENT ISLAMIC ELEMENTARY SCHOOL: CHILD-FRIENDLY SCHOOLS IN INCLUSIVE CLASSES DURING THE COVID PANDEMIC

The rise of child abuse cases in Indonesia has demanded the school to implement an anti-violence policy. Thus, the inclusion school of MI Amanah has implemented an anti-violence policy as an implementation form of the Child-Friendly School program. The objective of this research was to describe the implementation of the anti-violence policy during the learning process in the inclusion class as an embodiment of a child-friendly school in MI Amanah, Malang District. This research exerted a qualitative approach; the research data were collected through interviews, observation, and documentation; the data were then analyzed qualitatively and descriptively. The research location was at MI Amanah, Turen Sub-district, Malang District. The research was conducted from August to December 2020 by employing the foundation's president, principal, and teachers as the research subjects. The research finding indicated that implementing an anti-violence policy in student learning was covered in planning, implementation, and assessment. The learning planning was conducted by designing and organizing the learning materials without ignoring the child specificity; also allocating play, time, and rest. The learning implementation was to use polite greetings, put forward a psychological approach and positive discipline, make study groups in the inclusion class, care for students when they got through learning difficulties, raise tolerance environment, and provide worship and sleeping time. The learning assessment was done objectively by featuring authentic assessment; the assessment should be employed without comparing; the assessment regards the student's potential and skill.

Effectiveness of Positive Discipline Parenting Program on Parenting Style, and Child Adaptive Behavior

In this study, a community sample of parents attending free 7-week Positive Discipline parenting workshops were recruited, as well as a non-randomized community control. Both samples consisted of primarily Hispanic parents with similar demographic information and attrition rates (initial N = 91), as well as children of similar age (mean age 6.89 and 6.95 years) and gender. Parenting stress, parenting style, and parent-reported child adaptive behavior were assessed at baseline and after three months. Longitudinal analysis was performed using mixed-effects regression modeling. Results indicate that attendance in Positive Discipline parenting workshops was related to a decrease in authoritarian parenting style, a decrease in permissive parenting style, and a decrease in parental stress. It was also related to an increase in child academic competence, and a decrease in externalizing-hyperactive behavior (both parent-report). These results suggest that positive discipline parenting workshops may alter parenting style and may positively impact children of parents who attend.

DISCIPLINE STRATEGIES PRACTISED IN EARLY CHILDHOOD SETTINGS IN MAURITIUS

<p>This research was conducted to identify and examine the discipline strategies that early childhood teachers may adopt to deal with disruptive behaviours of toddlers. The research was a qualitative research design and a case study. Five early childhood teachers were selected using purposive sampling and 30 toddlers in a private early childhood centre. The data about the practice of discipline strategies by the teachers were gathered by a semi-structured interview schedule and non-participant observation was used to collect data from the toddlers. According to the results of the study, it was found that early childhood education teachers were adopting positive discipline to prevent behaviour problems. The strategies adopted are guidance, autonomy, creating positive relationships, effective planning of the learning environment, and emotion coaching. This research shed light on the shift in the discipline paradigm in the early childhood setting in Mauritius. Instead of adopting reactive and punitive strategies, the practitioners are adopting proactive and discipline which is more humanistic and egalitarian, particularly when the child should be given the best learning opportunities for their holistic development. The findings may serve as an eye-opener especially for the policy and decision-makers like the Ministry of Education, to rethink the current practices in the public early childhood settings. For further research, a comparative study may be done to examine the extent to which positive discipline may be implemented in the public early childhood centres of the country.</p><p> </p><p>Cette recherche a été menée pour identifier et examiner les stratégies disciplinaires que les enseignants de la petite enfance peuvent adopter pour faire face aux comportements perturbateurs des tout-petits. La recherche était une conception de recherche qualitative et une étude de cas. Cinq enseignants de la petite enfance ont été sélectionnés à l'aide d'un échantillonnage raisonné et 30 enfants en bas âge dans un centre privé de la petite enfance. Les données sur la pratique des stratégies disciplinaires par les enseignants ont été recueillies par un calendrier d'entretien semi-structuré et l'observation non participante a été utilisée pour recueillir des données auprès des tout-petits. D'après les résultats de l'étude, il a été constaté que les enseignants en éducation de la petite enfance adoptaient une discipline positive pour prévenir les problèmes de comportement. Les stratégies adoptées sont l'accompagnement, l'autonomie, la création de relations positives, la planification efficace de l'environnement d'apprentissage et le coaching émotionnel. Cette recherche met en lumière le changement de paradigme de la discipline dans le cadre de la petite enfance à Maurice. Au lieu d'adopter des stratégies réactives et punitives, les praticiens adoptent une discipline proactive et plus humaniste et égalitaire, en particulier lorsque l'enfant doit bénéficier des meilleures opportunités d'apprentissage pour son développement holistique. Les résultats peuvent ouvrir les yeux, en particulier pour les responsables politiques et les décideurs comme le ministère de l'Éducation, pour repenser les pratiques actuelles dans les milieux publics de la petite enfance. Pour des recherches plus poussées, une étude comparative peut être menée pour examiner dans quelle mesure une discipline positive peut être mise en œuvre dans les centres publics de la petite enfance du pays.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0743/a.php" alt="Hit counter" /></p>

Applying Positive Discipline in School and Adolescents’ Self-esteem

Starting from the general principles of the concept of positive discipline, the paper points out that schools and teachers can significantly contribute to the application of positive discipline to affect different aspects of a student’s personality development. The potentials of applying positive discipline in the school for developing adolescents’ self-esteem are particularly emphasized. Accordingly, this paper will present the results of a study that aimed to establish a correlation between assessing the presence of positive discipline in a school context and the level of adolescents’ self-esteem. The survey included a convenience sample of 195 high school students from three high schools - art, technical, and grammar school. The Rosenberg Self-Esteem Scale and the scale for assessing the presence of positive discipline in the school were used to collect the data. The results showed that adolescents exhibit a high level of self-esteem, while their assessment of the presence of positive discipline in school is moderate. Also, it was found that with the increase in the assessment of the presence of positive discipline in school, the level of adolescents’ self-esteem increased, and the statistically significant moderating role of the measured variables was found only in the type of high school. The conclusion points to the need to sensitize teachers to manage the classroom according to the principles of positive discipline, as well as the importance of creating the conditions that, through the phenomenon of positive discipline, effectively raise the quality of schoolwork as a whole.

Applying Positive Discipline in School and Adolescents’ Self-esteem

Starting from the general principles of the concept of positive discipline, the paper points out that schools and teachers can significantly contribute to the application of positive discipline to affect different aspects of a student’s personality development. The potentials of applying positive discipline in the school for developing adolescents’ self-esteem are particularly emphasized. Accordingly, this paper will present the results of a study that aimed to establish a correlation between assessing the presence of positive discipline in a school context and the level of adolescents’ self-esteem. The survey included a convenience sample of 195 high school students from three high schools - art, technical, and grammar school. The Rosenberg Self-Esteem Scale and the scale for assessing the presence of positive discipline in the school were used to collect the data. The results showed that adolescents exhibit a high level of self-esteem, while their assessment of the presence of positive discipline in school is moderate. Also, it was found that with the increase in the assessment of the presence of positive discipline in school, the level of adolescents’ self-esteem increased, and the statistically significant moderating role of the measured variables was found only in the type of high school. The conclusion points to the need to sensitize teachers to manage the classroom according to the principles of positive discipline, as well as the importance of creating the conditions that, through the phenomenon of positive discipline, effectively raise the quality of schoolwork as a whole.

Experiences With COVID-19 Stressors and Parents’ Use of Neglectful, Harsh, and Positive Parenting Practices in the Northeastern United States

Objectives: To estimate household exposure to COVID-19 related stress and the association with parent report of neglectful, harsh, and positive discipline practices. Methods: Cross sectional survey data was collected from 2,068 parents in the Northeastern US. Parents reported personal and household experiences of COVID-19 stressors, their level of distress, and use of neglectful parenting and discipline practices for a randomly selected child in their home. Analyses estimated rates of COVID-19 related stress and parenting practices. Logistic regression was used to assess the relation of COVID-19 stress to parenting behaviors. Results: Individual and household stressor level, as well as distress were each positively associated with likelihood of neglect. Personal exposure to stressors was minimally related to discipline, but household stressor level and parents’ distress were positively associated with harsh and positive discipline. Discussion: Indicators of COVID-19 stress (e.g., exposure to stressors and distress) each uniquely predicted parents’ use of neglect, particularly physical and family-based sub-types, and use of harsh and positive discipline practices. Results suggest that parents may require additional support to provide appropriate care for their children while coping with the increased rates of stress associated with the pandemic and the resulting public health response.