Discipline is influenced by many factors. To select the appropriate disciplinary approach, we need to know the child very well. In the Middle Ages it was considered, that a child is born defective, and its sinful instincts can be suppressed only with strict discipline. In those days the child was regarded inferior compared to adults. Since then, discipline has been equated with punishment, but the use of these two terms as synonymous is incorrect. As punishment means something negative, such connotation can be attributed to the discipline as well, however, discipline doesn`t always have a negative connotation. Discipline is considered negative when it's established on the basis of the system of punishment. We mark discipline as positive when it promotes the development of responsibility and self-control, and its objective is self-discipline. Knowing the difference between the basic concepts can help professionals to work better in a kindergarten, as appropriate discipline is the basis for a successful working environment. The child is still developing, so it's necessary to know its stage of development for an appropriate approach to a particular situation. In my thesis I'm researching the approach to disciplining, using scientific theories, which discuss the appropriate approach of disciplining. The theory of classical conditionality defends the use of a hint before the conflict occurs (eg. a certain song, the sound of a bell). By doing that, we prepare situations, for achieving the behavior, that we wish for a child to have at a specific time. That is also more suitable, than correcting the behavior after it has already occurred. To learn appropriate behavior in terms of operational preconditions, the support is essential. Reactions which had a positive impact or have received positive corroboration, imprint in the child's behavior the most. For example: smile, attention, approval etc. From the perspective of social learning, adults set a proper example, which presumes that children learn not only based on their own experience, but rather from the observation of other people`s behavior. Within the empirical research I'm noticing how the educators (N = 48) and assistant educators (N = 52) in kindergarten with different seniority are establishing discipline. In a study, conducted with the help of a questionnaire, filled out by practitioners in three Slovenian kindergartens, I am particularly interested in educator's and assistant educator's opinions about disciplining children in kindergartens, and in the frequency of using different approaches, when working with children. Analysis of the results confirms that the discipline in a kindergarten is crucial and that the practitioners in kindergarten are confronted with it daily. Nevertheless, there are some differences in opinions among professionals about disciplining children depending on the job and seniority. Some differences are shown in the frequency of certain practices of work with children, regarding the workplace and work experience of practitioners.
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