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Nurturing Self-Discipline in Children: Understanding, Influences, and Strategies

Explore the definition and evolution of self-discipline in children, along with its influences from emotional and cognitive development, and various experiences. Learn about adult discipline styles, positive discipline concepts, reasons for misbehavior, and consequences of ineffective discipline techniques. Enhance your understanding through case study activities and group discussions.

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Nurturing Self-Discipline in Children: Understanding, Influences, and Strategies

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  1. Promoting Self-Discipline in Children Kostelnik’s Chapter 6 Positive Discipline by Jane Nelsen

  2. What is “Self-Discipline?” ….the voluntary, internal regulation of behavior (Marion, 1999)

  3. How Does Self-Discipline Evolve? • The Earliest Days (no regulation) • Adherence (external regulation) • Identification (shared regulation) • Internalization (self regulation)

  4. What Influences Self-Discipline? • Emotional Development • Empathy, Guilt • Cognitive Development • Reasoning, Centration, Irreversible Thinking, Behavior Association • Language Development • Memory Skills

  5. How Does Experience Influence Self-Discipline? • Modeling • Attribution • Instruction • Indirect Instruction • On-the-Spot Coaching • Consequences • Positive Discipline

  6. What about the Influence of Adult Discipline Styles? • Uninvolved Teaching Style • Permissive Teaching Style • Authoritarian Teaching Style • Authoritative Teaching Style • High on control, communication, nurturance, & responsibility • Positive Discipline with Dignity

  7. What are Basic Concepts of Positive Discipline? • Children are Social Beings. • Behavior is Goal Oriented. • A Child’s Primary Goal is to Belong and to be Significant. • A Misbehaving Child is a Discouraged Child. • Social Interest • Mistakes are Wonderful Opportunities to Learn (Recognize, Reconcile, Resolve)

  8. Why Do Children Misbehave? • Attention-Getting • Student: “I belong when I’m noticed or served.” • Teacher: Feels annoyed – reacts by reminding, coaxing student • Student: Stops temporarily; later resumes same behavior • What to Do: Ignore Behavior when possible, given attention in unexpected ways, notice positive behavior

  9. Why Do Children Misbehave? • Power Seeking • Student: “I belong when I’m in control or proving no one can make me do anything.” • Teacher: Feels angry, provoked, gives in or fights power with power • Student: Intensifies power struggle or submits defiantly • What to Do: Withdraw from conflict; help students construct power constructively by enlisting their help

  10. Why Do Children Misbehave? • Revenge • Student: “I belong only when I hurt others and get even.” • Teacher: Feels hurt; retaliates • Student: Seeks further revenge • What to Do: Avoid punishment, retaliation; rather build trusting relationships

  11. Why Do Children Misbehave? • Display of Inadequacy • Student: “I belong only when I convince others that I am unable and helpless.” • Teacher: Feels despair, hopeless, discouraged • Student: Shows no improvement • What to Do: Recognize student’s deep discouragement; Don’t give up, pity, or criticize; Encourage positive effort; get help

  12. What are Consequences?

  13. Resentment “I can’t trust adults.” Revenge “They are winning now, but I’ll get even.” Rebellion I’ll do just the opposite to prove I can.” Retreat “I won’t get caught next time.” or “I am a bad person.” What are Results of Not Using the Three R’s?

  14. Case Study Activity • Read case study (similar to the type of open-ended questions on PRAXIS II – PLT) • Discuss solutions with cooperative learning group • Write a thorough answer to the problem • Share your answers with class

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