Early Childhood Discipline Research Articles

Meningkatkan Kedisiplinan Anak Usia Dini Melalui Latihan Pembiasaan Penggunaan Toilet di KB Al-Hidayah Insan Mandiri Kabupaten Bandung

The purpose of this research is to know the discipline of early childhood through the habitual use of toilet training well in KB Al-Hidayah Insan Mandiri Kabupaten Bandung. Good toileting habits can help early childhood knowledge and understanding about how to use the toilet properly, maintain hygiene, and help lay out aspects related to using toilets to improve child self-discipline. The research problem is how to improve the discipline of early childhood through the use of toilet in KB Al-Hidayah Insan Mandiri Kabupaten Bandung. The research method used is classroom action research method. The classroom action research in this study consisted of two cycles, each cycle of three meetings conducted in the even semester (academic year 2017-2018), then the data were analyzed quantitatively and qualitatively. The subjects of this study are early childhood KB Al-Hidayah Insan Mandiri Kabupaten Bandung, amounting to 20 children. The instrument used in this study is a child observation sheet. The results showed that through the use of toilets well can improve the early childhood discipline in KB Al-Hidayah Insan Mandiri Kabupaten Bandung by 85%.

Longitudinal associations of neighborhood collective efficacy and maternal corporal punishment with behavior problems in early childhood.

Neighborhood and parenting influences on early behavioral outcomes are strongly dependent upon a child's stage of development. However, little research has jointly considered the longitudinal associations of neighborhood and parenting processes with behavior problems in early childhood. To address this limitation, this study explores the associations of neighborhood collective efficacy and maternal corporal punishment with the longitudinal patterns of early externalizing and internalizing behavior problems. The study sample consisted of 3,705 families from a nationally representative cohort study of urban families. Longitudinal multilevel models examined the associations of collective efficacy and corporal punishment with behavior problems at age 3, as well as with patterns of behavior problems between the ages 3 to 5. Interactions between the main predictors and child age tested whether neighborhood and parent relationships with child behavior varied over time. Mediation analysis examined whether neighborhood influences on child behavior were mediated by parenting. The models controlled for a comprehensive set of possible confounders at the child, parent, and neighborhood levels. Results indicate that both maternal corporal punishment and low neighborhood collective efficacy were significantly associated with increased behavior problems. The significant interaction between collective efficacy and child age with internalizing problems suggests that neighborhood influences on internalizing behavior were stronger for younger children. The indirect effect of low collective efficacy on behavior problems through corporal punishment was not significant. These findings highlight the importance of multilevel interventions that promote both neighborhood collective efficacy and nonphysical discipline in early childhood. (PsycINFO Database Record

PENGELOLAAN PENDIDIKAN KARAKTER DISIPLIN ANAK USIA DINI STUDI KASUS DI AL-MUNA ISLAMIC PRESCHOOL SEMARANG

Character education on early childhood nowadays is essential since Indonesian people are experiencing a crisis of character. Character here means one's manner, behavior, moral, or personality which is formed by internalization of virtue that they believed and used as the basic foundation of their perspective, ways of thinking, behaving and acting. This virtue includes moral values, and norms like being discipline, dare to act, and many others. Character building for children is designed to get them used to well-behaved which in turn will adopt it as their habit. This study aims to know how the discipline character education that has been run over the years, both in terms of planning, learning, assessment and supporting and inhibiting factors in early childhood discipline character education. This research applies qualitative approach with case study method. This research was conducted at Al-Muna Islamic Preschool Semarang. This research is aimed to find out the progress of discipline character education, either from its formulation, learning process, evaluation and supporting factors as well as inhibiting factors in implementing early childhood discipline character education. Method of data collection was carried out by interview, observation and documentation. includes the data reduction, the display data and the conclusion. The result of the research reveals that (1) the management of early childhood discipline character education was initiated with good learning formulation, the formulation of discipline character learning is well-integrated with existing learning by integrating discipline character education within the learning formulation. (2) The process of discipline character learning is carried out on daily basis and integrated with scheduled materials where each subject is adjusted with the topic. (3) The assessment method used in evaluating the discipline character education at Al-Muna Islamic Preschool employs anecdote notes, observation, and diaries. (4) The supporting and inhibiting factors in implementing discipline character education is teachers as role models for the students as well as the clear rules. The inhibiting factor is the implementation of child discipline character education that inconsistent. There are several recommendation to consider in this research, namely (1) the planning of child discipline character education should be developed in more systematic and detailed. (2) The child discipline character education should be consistent in each of the learning centers. (3) The assessment of child discipline character education need to be revisited and aligned with the assessment recommended by the National Ministry. (4) Teachers as the main model in giving the example of discipline, must show a direct/real examples of discipline at school to their students.

Problematika Educative Punishment Pada Anak Usia Dini Dan Upaya Solusinya Di TK Kusuma Mulya Desa Sukorejo Karangbinangun Lamongan

Implementation of educative punishment for early childhood is the imposition of sanctions or punishments given in early childhood is children aged around 4-8 years of violating the regulations discipline, in order to achieve a goal that is rectifying incorrect behavior in children and apply the value -the value of discipline in early childhood. A and the child's condition multi characteristics, both are influenced by environmental factors and less variation in the implementation of educative methods or punishment can lead to problems of teachers in implementing educative punishment for early childhood, hence the need to study and look for solutions, or alternatively that the implementation educative punishment managed in accordance with the purpose of education. The methodology used in this research is to use the method of observation, interviews, and documentation to achieve results valid and representative data, and can be accounted truth. In this study, the data analysis technique used was qualitative descriptive analysis technique. While the purpose of this study was to find out from various problems, factors, as well as supporting and inhibiting solusi- solution, arising from research on problems of implementation of educative punishment for early childhood and attempt a solution in kindergarten Kusuma Mulya Sukorejo Karangbingun Lamongan.

Using the Teaching and Guidance Policy Essentials Checklist to Build and Support Effective Early Childhood Systems

The prevalence of preschool expulsion, coupled with racial disparities in expulsion rates and the potential long term negative effects of challenging behaviors in the early years, has created an urgent need to build early childhood systems to address these issues. The teaching and guidance policy essentials checklist (TAG-PEC) has been developed to assess nine essential features of high quality early childhood discipline policies and can be used by early childhood programs in a variety of settings to evaluate, refine, and revise existing policies or guide in the development of new policies. Using data from 282 guidance policies assessed using the TAG-PEC, the authors use a framework for systems building developed by Coffman (A framework for evaluating systems initiatives, 2007) to position the TAG-PEC as a powerful tool that can be used to help build and support an effective and cohesive early childhood system. Findings indicate that, overall, discipline policies were not high quality and there was a great deal of variability in the TAG-PEC scores. By bringing evidence based practices to the field via a simple to use checklist, the authors hope to help contribute to the development of a comprehensive early childhood system and that supports programs in the provision of high quality services to children and families.

Interactions Between Monoamine Oxidase A and Punitive Discipline in African American and Caucasian Men's Antisocial Behavior.

Although previous studies have shown that interactions between monoamine oxidase A (MAOA) genotype and childhood maltreatment predict Caucasian boys' antisocial behavior, the generalizability of this gene-environment interaction to more diverse populations and more common parenting behaviors, such as punitive discipline in early childhood, is not clearly understood. Among 189 low-income men (44% African American, 56% Caucasian) who underwent rigorous assessments of family behavior and social context longitudinally across 20 years, those men with the low activity MAOA allele who experienced more punitive discipline at ages 1.5, 2, and 5 years showed more antisocial behavior from ages 15 through 20 years. Effects of punitive discipline on antisocial behavior differed by caregiver and age at which it occurred, suggesting sensitive periods throughout early childhood in which low MAOA activity elevated boys' vulnerability to harsh parenting and risk for antisocial behavior. This genetic vulnerability to punitive discipline-and not just extreme, maltreatment experiences-may generalize to other male populations at risk for antisocial behavior.

Discipline Policies in Early Childhood Care and Education Programs: Building an Infrastructure for Social and Academic Success

Research Findings: Preventing challenging behavior in young children is a national priority. The number of young children with behavioral problems is on the rise. Discipline policies can help early childhood programs build an infrastructure that promotes social and academic success. This study sought to document the extent to which existing early childhood program discipline policies implement the essential features for developing high-quality, system-wide (viz., program- and school-wide) discipline policies. Using the Early Childhood Discipline Policy Essentials Checklist, investigators assessed the quality of 65 discipline policies from state-licensed early childhood care and education programs. Practice or Policy: Results revealed that early childhood program discipline policies, for the most part, fail to sufficiently address those essential features known to contribute to reducing challenging behavior and promoting prosocial behavior in young children.

The care of corporal punishment: Conceptions of early childhood discipline strategies among parents and grandparents in a poor and urban area in Tanzania

This study investigates conceptions of early childhood discipline strategies discussed in focus groups with parents and grandparents in a poor urban area in Tanzania. A grounded theory analysis suggested a model that included four discipline strategies related to corporal punishment: to beat with care, to treat like an egg, as if beating a snake and the non-care of non-beating. In order to develop strategies to prevent corporal punishment in the home in accordance with the UN recommendation and article 19 in the Convention on the Rights of the Child, the power of caregiving needs further investigation.

Longitudinal prediction of early childhood discipline styles among heavy drinking parents

This study sought to examine predictors of parenting trajectories in a sample of heavy drinking and abstaining/light drinking parents. Mixture modeling was used to estimate trajectories of parental discipline styles over time. Two dimensions of parenting were examined: laxness and overreactivity. Changes in these dimensions were examined for each parent. Trajectories for mothers and fathers were very similar and were generally stable from 18 months to 5–6 years child age. Fathers' binge drinking was associated with high levels of both paternal and maternal overreactivity. Mothers with depressed affect had the highest levels of overreactivity, whereas fathers reporting depressed affect were more likely to have moderate levels of laxness. Mothers with high levels of marital satisfaction were more likely to have partners in the stable low overreactivity group. Findings begin to elucidate the nature of early family processes that may contribute to maladaptive child outcomes in heavy drinking families.

Early Childhood Discipline: A Review of the Literature

In this literature review concerning early childhood discipline we particularly highlight American children's discipline with respect to historical perspectives, generational theories, gender issues, parental styles, methods of discipline, and corporal punishment. We also address corporal punishment's history, the debate among experts, beliefs and practices among parents, the controversy in public schools, religious influences, and a conflation of the issues.

Discipline in Early Childhood

As pediatricians we have an opportunity and a responsibility to guide parents in the structure of discipline they set up for their children. The major goals of this structure are to help children develop a sense of being both lovable and capable. To feel lovable a child needs an enduring responsive relationship that conveys positive regard. Attending to children promptly, giving individual time daily, acknowledging positive behaviors, and ignoring minor transgressions all help them feel valued. Active listening without judgment demonstrates acceptance of children's feelings. Talking to children without labels or generalizations but with specific feedback about their actions and with congruent emotional tone is respectful and promotes self-esteem. Children also deserve assistance with transitions, thanks, and apologies as appropriate. To feel (and become) capable, children need a consistent structure of routines, good models, respectful instruction, and progressive expectations so that they have an ongoing experience of success. To grow as individuals they need opportunities to make choices relevant to their interests and role-taking opportunities to gain perspective on social interaction. Praise and rewards motivate as well as instruct children, but they also need to experience consequences to their actions. Natural consequences are optimal but parents also need to design logical consequences that are graded, related, prompt, and reasonable for a child's misbehaviors. Consequences are most effective when given after only one request, exactly as clearly promised by the adult involved without interference by others. Time out is one of the most effective consequences for young children when used properly. Physical punishment has multiple negative effects on a child's development, especially if used noncontingently. Intrapersonal and family factors predispose parents to predictable problems in establishing healthy discipline. Pediatricians can play an important role in promoting the emotional development of children by anticipating, guiding, and counseling families about discipline as well as referring them effectively.

Preventive Discipline in Early Childhood

Preventive Discipline in Early Childhood

Problems of Discipline in Early Childhood

Parental concern about children’s behavior is common. Increasingly, parents are requesting guidance from the pediatrician regarding behavior management. The pediatrician’s early and frequent contacts with children and their families provide a therapeutic advantage in the prevention and treatment of many childhood discipline problems.