The ultimate goal of a good discipline and guidance approach is to enable a child develop self-regulation. Such a child will be able to control and direct his/her own behavior in a manner that is prosocial. The adult helps the child to learn and internalize socially appropriate rules and behaviors, an approach that is not achieved over a short time. The conflicts between the expectations of the adult and what the child desires to do are best addressed by an effective discipline/guidance approach. The child progresses from immature impulsive behavior to a behavior that is self-regulated (Browne et al., 2016).
Brain development in children takes several stages based on daily experiences of life. The brain of a child grows from the complex interaction between the individual experiences and genetics. It is a non-linear activity characterized by optimal times of learning certain skills and knowledge such as language. Brain development, emotional regulation as well as effortful control skills help children achieve self-control and regulation. The ability to learn and enjoy learning as well as multisensory experiences increase the ability of the child have a control over their emotions, thinking and behavior (Porter, 2007).
Children use effortful control skills to delay temptation and inhibit immediate impulses. All these emanate from brain development. Kids get frustrated if they don’t get what they want but with time, they will have learned to ask adults what they are likely to get. They moderate their response if their desires are not met (brain maturation) (Cryer et al., 2014). Children comprehend certain expected behaviors when reinforced through rewards or punishments by the adults. This helps them internalize such social expectations and rules they ought to follow. Young children misbehave from their confusions about what the adults expect them to do. They will test limits to check on the reactions of the adults towards the same rather than giving them the sense of power or how consistent they are. This is how they learn about the environment (Browne et al., 2016).
References
Marjorie Vannoy Fields, Debby Fields, Nancy Jean Perry (2010). Constructive Guidance and Discipline: Preschool and Primary Education. Merrill/Pearson.
Louise Porter (2007). Young Children's Behaviour: Practical Approaches for Caregivers and Teachers. Elsevier Australia - Behavior modification - 293 pages.
Thelma Harms, Richard M. Clifford, Debby Cryer (2014). Early Childhood Environment Rating Scale, Third Edition. Teachers College Press - Education - 104 pages.
Ann Miles Gordon, Kathryn Williams Browne (2016). Beginnings & Beyond: Foundations in Early Childhood Education. Boston: Cengage Learning - Education - 560 pages.
