James and Judy are two early childhood teachers at a kindergarten school and have different views about the disciplinary issues with the kids. James suggests that challenging disciplinary behaviors ascends as a condition that not only disrupts classroom management and organization but also impacts the kids’ development and learning destructively. The above conduct bases their argument on various subjects, which include; the lack of self-control, the absence of enough assertiveness skills and competence, and the inadequacy of prosocial character. These behaviors noticed with the preschool kids interfere with the Children’s way of attitude, academic progress, attention skills, and motivation. The occurrence of problems changes with the early childhood period, and heterotypic stability is common among all young kids.
Judy’s suggestion is that disciplinary behaviors can be described in different forms, which are evident from the life sequence of the child. The repetition of unworthy characters over time becomes habitual and, if not controlled, can advance to the old stages, thus making it difficult to handle. The occurrence of this characteristic conduct should be provided with the necessary attention and keenness. Secondly, the child also exhibits poor manners in order to interrupt the learning process, and this is transferred to other colleagues.
This attributes to physically and psychologically intimidating situations for themselves and for the academic environment (Taekman, 2017). The child’s mental ability and capability are interrupted and corrupted, which makes them stick to their recurring mistakes. Additionally, children at the early stages still make blunders with all the required necessities available. They may have enough mental capability and skills, emotionally fit and physically well, but they find themselves having disciplinary cases.
Some outward behavior leads to the development of non-standard features like being violent and overreactive to minor issues. Other hidden characteristics such as introverted performances, bodily issues and occurrences, and nervousness are the hidden forms of conduct. James views these demeanors’ control measures and strategies as categorical in nature, depending on which action has been done. Those based on the discipline method, where the behavior alteration shows the emphasis that these characteristics occur as a result of a tie between the stimulating factor and the actions (Rohaeni & Yunani, 2017).
These can be corrected by inhibiting the driving factor to the outcomes and managing the kids to promote good morality. The control character alerts that environment concerned with preschool kids should be organized and planned in a way that fits their survival. The environment will enhance character development, and the setting should influence the kids positively. Performance is strongminded by contributing factors such as availability of the vital needs required, power and mental understanding, entertainment factors, and autonomy. The lack of these factors leads to the outbreak of depraved deeds and actions.
Judy states that the social discipline approach gives a suggestion that the urge and need to be accepted by other people is drawn from their manners. For the kids to fit in a certain category, they must possess either good or bad actions. It is evident that kids will tend to perform a given behavior to impress others or even the need to be recognized by other social groups. Assertive disciplinary action base its argument on making them remember the rules and guidelines in a more calm manner. The educators should promote understanding of the set procedures and consequences for not following the expected code of conduct.
There should also be effective communication modes for the kids; the teachers should possess the best and more advanced principles to offer effective guidelines and control (Lawton, 2020). They must be experienced in order to fit the required understanding and management of the schoolers. Punishment should be applied where necessary and minimized to avoid torturing and creating tension in the children.
They both came to a conclusion that conducting authentic assessment gives room for them to make an analysis of data and findings obtained in daily class accomplishments. It enables the teachers to understand how the preschool kids use their skills as they come into contact with reading materials, their teachers, and peers. The educator gains the qualities of being observant and researching every aspect of the kids. Their parents are able to obtain answers to their questions from the teachers concerning their own kid’s behavior. Sharing conclusions and outcomes with parents and the concerned will serve best in directing and controlling a learner to develop their hidden natures and potential. It helps them develop lesson plans and schedules, which will assist in providing what the learner will require towards achieving good end goals.
The evaluation made from all these processes is meaningful and provides functional information, which is used to frame effective strategies and beneficial actions for the learner. It also allows brief assessment activities like screening which are legal and effective. They help in the identification of young learners who are in danger of developmental deferments and future education-based difficulties. It also gives an analysis that kids who get initial involvement done for developmental interruptions are likely to be successful in life experiences and approaches. The earlier the demeanors are seen and corrected, the best performance and experience are achieved.
The integrated role between teachers and parents should benefit most children at their early stages. Collective accumulation of experiences from the tutor will provide a good forum for them to engage more kids in beneficial life-changing situations. The roles delegated to teachers should serve as guiding principles toward assessing and coming to fine conclusions.
Lawton, G. (2020). “We should expect scientists to be much more open, but also more boring”. New Scientist, 247(3296), 36-39. Web.
Rohaeni, W., & Yunani, N. (2017). Comparative analysis result of local paddy kinship based qualitative characters. Agric, 29(2), 89-102. Web.
Taekman, J. (2017). to take care of patients well, physicians must take care of themselves. Academic Medicine, 92(4), 427. Web.