Innovative Disciplinary Methods in Children, Research Paper Example

The important question is why do we discipline children? In dictionaries, discipline pertains to understanding and also coaching. Young children do not always do what parent want. When a child misbehaves, the parent need to decide exactly what type of discipline approach to use. The parents use discipline to improve the behavior and to teach the child how to use the rules that protect a child safe and help him or her learn the difference between right and wrong. The American Academy of Child and Adolescent Psychiatry (2004) states that it is vital to view discipline as teaching not punishing.

Disciplinary techniques of parents can differ from nonviolent to abusive. While research shows that certain factors, for example single parent status or poverty, are connected with more violent techniques of discipline. Cultivating a desire for consideration provides teachers, administrators, and college advisors with an input framework for helping the struggling children in the lives. The primary focus of the Passion for consideration approach is specific and preventative rather than activated and curative. It is based on sound administration techniques rather than gadgets and techniques. The purpose of Passion for Consideration is to help in suitable child development, both behavioral and academic.

The techniques and interventions, which are grounded in solid research and practice, include solutions for current problems that educators face daily basis. It is significant to note that this text is a supporting professional tool, that will assist all adults acquire the skills and ability necessary for them to be able to strengthen a child’s capability to function effectively and with elasticity.

In addition, educators following these techniques and suggestions will improve their relationships with their students and will have more fun on a daily basis. An understanding of moral development comes from the analysis on parental discipline. Parents are the child’s first educators regarding the information material of the moral code the child will be expected to internalize. Parents must make a stand for certain values, beliefs, and actions that embody the foundation for a moral lifestyle. When correcting a child, the parent focuses on that certain behavior are wrong and should be inhibited; other behaviors are correct and must be repeating. This difference between good and bad actions and all associated parental approval or disapproval forms the information material of the child’s moral code. Usually, the socialization process as well as the special moral teaching should support a child’s belief in a nurturing, just, and rational community. Discipline strategies that are unnecessarily harsh or inconsistent are likely to weaken these principles and create a set of moral values concentrating on power, domination, and self interest.

Parents go with particular discipline techniques to achieve regarding conformity alongside all near codes. 4 elements are significant in knowing the influence to do with these techniques on the Childs future activities. The discipline should:

• – Assist the child disrupts or restricts the forbidden tact.
• – Aim away the more acceptable form of behavior, so that the child will understand what is literally right in a future instance.
• – Offer some factor, acceptable to the child, why one actions is improper and the other much prestigious.
• – Increase the child’s ability to empathize with the recipient of the misbehavior. In other words, children are asked to place themselves in their victims’ place and to see exactly how much they despise the emotions they brought in the some other person.

In focusing on discipline as a method for teaching values, one becomes aware of the many communicating and related components of a moral act. The discipline proficiencies that are very beneficial in teaching morality to children are those that help children control their own activities, understand the importance of their behavior for others, and maximize their feeling t of sympathy. Discipline techniques that do not consist of these characteristics, such as power assertion, might be successful in suppress underside behavior but may fall to achieve the long term goal of incorporating moral values into future behavior.

The child’s attitude is literally usually overlooked in concluding probably efficacy of certain disciplinary techniques. For example, children who are significantly picky and moody as infants are more likely to be spanked by their parents (Baumrind, 1996). Children who are temperamentally frightened and stunted in reaction to novel stimuli, and who select to stay close to their mothers during toddlerhood, are significantly sensitive to messages of disapproval. For these children, a small dosage of parental critique is sufficient to improve moral internalization, and quite a lot power declaration occurs on to grow to be counterproductive. In contrast, children who are especially active and who are insensitive to messages of disapproval need a lot more focused and guiding discipline, significantly a consistent plan of recognizing and rewarding good behaviors and reducing the circumstances and stimuli that may provoke impulsive or aggressive action

In addition to the use of discipline, parents advice moral development by performing positive, pro-social behaviors and by talking with their children regarding moral issues. Parents can hold their child’s moral decisions their children are facing, and introducing new arguments or some other views as their children think about moral conflicts (Kamla-Ray, 2009).

For example, Janna’s mother asks her to help pick up the toys and put them away. Janna says that her brother made the mess, and he should really pick up the toys. Beth’s mother might recognize Janna’s frustration about picking up after her little brother. But then she could point out that Janna would be helping her by picking up the toys, and that at some time in the future, she will want her brother to help clean up a mess that Janna made. “Meanwhile, it is important to pick up the toys so they do not get broken and so no one trips or falls over them. The idea that helping in a family is not just about what each person does, but about what is good for the family as a whole, challenges Jann’s moral reasoning and encourages her to move to a new level of moral reasoning” (Wilson, nd).

Security in the child-caregiver attachment, the expression of warm and affection in the relationship, and a parent’s desire to talk about emotions and moral concerns all provide to a child’s early moral development. Children and parents consider many examples when children behave well and show signs of kindness, caring, and reliability. They also feel many examples when children misbehave, exhibiting selfishness, anger, or cruelty. Especially at times when children are experiencing emotional hardship, parents teach and model positive moral behavior through their tone of voice, their willingness to provide explanations for their rules, and their ability to maintain open communication, even during conflict. They convey a sense that we are all imperfect, that we continue to strive toward a moral idea, and that we can forgive and try again.

When people think of discipline, they think of retribution. But discipline also signifies teaching accountability. In fact, the root of discipline is disciple, or pupil, who means that discipline, is about teaching. And part of that teaching incorporates positive techniques. Recent studies have shown that positive corrective techniques are highly effective in creating well behaved, academically confident, socially accountable individuals. Still many parents realize it hard to let go to old school ways, in part because they are so deeply deep-rooted in our culture. “Improving school discipline through an ecological approach to classroom management focuses on improving the efficacy and holding power of the classroom activities in which students participate” (Osher, et. al, n.d.).

Parents should focus on three fundamental components of effective, positive discipline: protection, affection and correction. He interprets protection as the need for children to feel safe. “Children feel safe when they know what to expect from their parents,” he says. This means not only that clear boundaries and limits must be set, but also that we have to make our children feel safe in a white-dominated, often racist society. Parents have the responsibility to prepare them for this reality without instilling fear or hatred. ( Gartrell, 2001)

The most common disciplinary method is physical punishment. Smith (2006) “explained the difference between physical punishment and discipline, while finding out the long term effects of aggression. A large scale survey reported that in 1981, 92% of men and 86% or women endorsed physical punishment in certain circumstances”(4). In 2007, a survey carried out by the office of the children’s commissioner found that the proportion of the public endorsing physical punishment had decreased to 58%, and less than a third of parents agreed that physical punishment should be part of childe discipline (Dobbs, 2004).

A ministry of Health 2008 survey of 17000 New Zealanders conducted between 2006 and 2007 asked the primary care providers of 4,921 children up to the age of 14 years about the types of discipline they had used in the past 4 weeks. Two out of three parents said they had used answer or perhaps conversation, however only 4.5% of parents had used physical retribution. Less than one third of parents who had used physical correction considered it effective (Nakamura, this year).

Alternatively, more than ninety percent of toddler age children in the America. experience physical punishment as a form of discipline. Straus and Dugald stewart (the late 90s) stated that the overall frequency rate of physical punishment was 35% for infants and ninety four% for children ages three and four.

“Spanking or other types of corporal punishment can be conducted in a no abusive manner (e.g, not hitting hard enough to leave marks and done only with the intent to discipline) or in an abusive manner. Spanking or corporal punishment has been linked to the development of varying levels of childhood aggression in longitudinal studies” (Vittrup, 2010). Several different developing processes appear to be affected by difficult parent-child communications. First, it is probably that the powerful parent-child interactions interrupt parent-child bonding, resulting in dangerous attachment relationships. Second, powerful parent-child relationships in younger children occur to negatively affect the development of self control abilities which can result as part of activated brutality.

There are different discipline techniques, such as instinct, discussion, and positive reinforcement, which express children how to behave instead of whipping them. There are also forms of abuse that do not ask for physical force, such as time outs. Regardless, the practice of physical discipline is common even though the finding form studies regarding the potential of physical discipline are narrowed. The findings regarding the damaging effects of physical discipline on child development are mixed and arguable. Likewise, many preceding analysis has already focused upon bodily constraint, and indeed there is literally extremely minimal literature that has attempted to investigate the influence of discipline involving psychological force such as contemptuous and threatening.

Children come to parents with an integrated, genetic, key uniqueness. Their core personality will analyze what maternal discipline and control techniques will be most beneficial to teach them to left selfishness and incorporate cooperative family teamwork. Children are worth regardless of what is necessary from parents to educate the essential thing children will ever learn: how to voluntarily live under parental influence. Parents have about 18 years to try to get the job complete. This life notion is very significant to the long term benefit of a child. There is no cost too great to pay. Recent studies have displayed that positive disciplinary methods are very beneficial in making well behaved, academically confident, socially important individuals.

Effective Discipline

If discipline is effective then it never includes punishment. For instance punishment common examples include grounding, time out, and any kind of threat. Effective discipline enables children to learn how to teach, guide and think for themselves. It is very proactive discipline and does not force children to obey. “Parents find underlying causes of misbehavior and address those causes, as well as teach future desired behavior. Punishment tends to be reactive and aims to stop behaviors without addressing what should be substituted. Discipline connects the parent and child in their relationship” (Clunies-Ross, et. al, 2008).

“Both parties leave with mutual respect intact and a better understanding of each other and the situation. Punishment tends to disconnect the relationship and infuses anger, misunderstanding, and resentment into the relationship” (Arnall, 2007)

Effective discipline is mutually respectful. “Do unto others as you would have done to you”. However parents and children have the same right to be equally respected but it is clear that parents have more knowledge and experience than their children. Effective discipline should be 90% preventive and 10% corrective. 10% correction should be focused on problem solving. When children needs are met then there will be seldom then will be seldom need for any correction but sometimes they will need guidance and direction.

Sometimes parents feel disappointment and failure when they do not see desired changes in their children behaviors and think that they did not do their best. “from nonviolent (i.e., timeouts) to abusive. While research has shown that certain variables, such as single parent status or poverty, are associated with more violent methods of discipline” (Juby, 2012).

What parents need is an effective rationale for good parenting and workable techniques to produce the desired changes in their children. Raising children you want to keep is a learnable skill. The factor parents needed is motivation. “You must want to learn more effective child guidance methods. For example, if you want to learn how to play tennis, you must be motivated enough to buy a racquet and tennis balls. Next, you must be motivated enough to willingly go to the tennis court where tennis is played” (Laskey, et. al, 2009).

It is similar with understanding how to teach children to voluntarily live under parental control. Parents also required understanding a complex skill is practice. Activated consequences have been shown to be connected with negative student results and degeneration in relationships between students and staff. In comparison, proactive discipline techniques have been connected with positive student results, such as reductions of problem behavior and increases in standard math and reading.

“A key message to emerge was that rules were necessary in order to protect children form harm and to promote their well being. Parental rules and regulations relating to social conventions (such as being polite), morality and being a good person, school and academic work, and avoidance of risk and safety issues were highlighted in children’s narratives” (Nixon, et. al, 2010). “Aggression is a risk factor for a host of problem behaviors in childhood, adolescence and adulthood, including negative emotions (Leilani Greening, et al.2012).