Harm or Heal: Rethinking Disciplinary Approaches in Early Childhood Development

Abstract

Disciplinary approaches practised by Early Childhood Development (ECD) teachers is a crucial matter for shaping children’s holistic development. Holistic development in this study refers to cognitive, socio-emotional, physical, creative and communication / language skill development. This qualitative study explores different forms of disciplinary approaches being practised by ECD teachers and impacts on children’s holistic development. Data were collected through in-depth interviews with 6 ECD teachers, classroom observation and reflecting narratives from participants. The study revealed that ECD teachers are practising both violent and non-violent disciplinary approaches to manage classroom and behaviors of children. Further, the study revealed that non-violent disciplinary approaches enhance children’s confidence, self-esteem, emotional-regulation and improved learning outcomes. In contrast, violent approaches are generating fear, anxiety, low self-esteem and reduced learning outcomes. The findings of the study have crucial implications for ECD teachers on need of replacing violent disciplinary approaches by non-violent disciplinary approaches. The study emphasized the requirement of ECD teacher trainings, awareness programmes, implementing and monitoring policies and strong institutional strategies regarding practice of non-violent disciplinary approaches essential for holistic development of children.