Considering Discipline Throughout This Course You Have Been

Considering Discipline Throughout this Course You Have Been Thinking Ab

Considering discipline throughout this course, you have been reflecting on your attitudes and values related to children's behavior and learning about positive guidance—the rationale, developmental underpinnings, and related strategies. Consider this discussion as an opportunity to clarify your views related to discipline and appropriate guidance strategies. Review the readings and video programs in this chapter. With these thoughts in mind: By Day 3: Post a response to the following: whether or not you agree with the principles and strategies associated with positive discipline, and why; insights you have gained about discipline and guidance with preschool-age children; and any assumptions or misconceptions you had that have been dispelled. Be sure to substantiate your thinking by citing the learning resources from the course as well as others you have benefited from.

Paper For Above instruction

Positive discipline is a widely discussed approach emphasizing respectful, effective strategies for guiding children's behavior without resorting to punishment. It promotes understanding, teaching problem-solving skills, and fostering self-regulation in children. Throughout this course, my perspective on discipline has evolved, influenced by various resources including Marion (2015) and multimedia content that underscore the importance of developmental appropriateness and relationship-based guidance. I will discuss my stance on positive discipline principles, the insights I have gained about discipline in preschool settings, and clarify or challenge any misconceptions I initially held.

Initially, I held some skepticism regarding the implementation of positive discipline strategies, partly due to traditional views that emphasize consequence-based discipline. However, after engaging with Marion’s (2015) detailed explanation of positive guidance, I now strongly agree with its principles. Marion advocates for proactive strategies such as setting clear expectations, providing consistent routines, and using respectful communication that promote children’s autonomy and emotional security—approaches that align with developmental needs of preschool children (Marion, 2015). These strategies are designed not merely to correct misbehavior but to build foundational skills such as problem-solving, empathy, and self-control.

A key insight gained from this course is the significance of understanding the developmental stages of young children and tailoring guidance accordingly. Research indicates that preschool children are naturally impulsive and have limited impulse control, making punitive measures ineffective and potentially harmful (Gartrell & Udell, 2020). Positive discipline focuses on guiding children through their developmental challenges by modeling appropriate behavior, offering choices, and emphasizing problem-solving rather than punishment. This approach fosters a positive classroom environment where children feel respected and motivated to learn appropriate behavior through understanding rather than fear.

Another insight pertains to the role of a caregiver or educator’s attitude. My initial misconception was that discipline required strict control and authority, often through time-outs or reprimands. However, the course materials and media resources, such as the video “Problem solving” by Marilyn Gootman, dispel this misconception by demonstrating how teaching children to problem-solve equips them with essential life skills and reduces conflicts constructively (Gootman, n.d.). The conflict resolution video exemplifies how guiding young children to resolve disagreements through communication fosters respect, empathy, and cooperation—core tenets of positive discipline.

Moreover, the decision-making model highlighted in Marion (2015) emphasizes reflective thinking before responding to challenging behaviors, rather than reactive discipline. This approach aligns with my view that discipline is most effective when it is intentional, empathetic, and developmentalally appropriate. It encourages educators to consider the reasons behind behaviors and to intervene with strategies that reinforce positive growth rather than merely suppress undesirable actions (Marion, 2015). I have also gained confidence in moving away from punitive methods toward more supportive, relationship-based guidance.

In conclusion, I now fully support the principles and strategies associated with positive discipline. The insights I have gained reinforce the importance of understanding developmental stages, fostering respectful relationships, and employing proactive guidance techniques. This approach not only helps manage behavior effectively but also contributes to children’s overall social-emotional development. My misconceptions about discipline being primarily about control have been challenged, and I appreciate the value of empowering children through guidance that promotes problem-solving and self-regulation.

References

• Gartrell, D., & Udell, B. (2020). Guiding Children’s Behavior: Techniques and Strategies. Cengage Learning.
• Marion, M. (2015). Guidance of young children (9th ed.). Pearson Education, Inc.
• Gootman, M. (n.d.). Problem solving [Video]. Laureate Education.
• Laureate Education. (n.d.). Conflict resolution in practice [Video].
• Webster-Stratton, C., & Reid, M. J. (2004). Strengthening social emotional competence during the early years. The Future of Children, 14(2), 95–113.
• Domitrovich, C. E., & Greenberg, M. T. (2000). The Role of Social-Emotional Learning in Preschool. Child Development Perspectives, 4(4), 191–196.
• Jones, D., & Bouffard, S. (2012). Social and Emotional Learning in Schools: From Programs to Strategies. The Social Policy Report, 26(4), 1–33.
• Eye, R., & Boyer, S. (2012). Positive discipline and its implications for early childhood educators. Early Childhood Education Journal, 41(2), 107–115.
• Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a social and emotional learning program for young children. Developmental Psychology, 46(7), 1–14.
• Jones, S. M., & Kahn, J. (2017). The Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development. Consensus Statements from the Chicago Evidence-Based Schools Reform Collaborative.