Disciplina positiva en el entorno escolar en niños de 3 y 4 años

The research addresses the importance of positive discipline in the school environment, especially in 3- and 4-year-olds. It is highlighted that traditional disciplinary approaches can be detrimental to child development, and the implementation of positive discipline strategies is proposed as a more appropriate solution. It is based on the problem identified in a school in the city of Guayaquil, where children from 3 to 4 years old do not achieve mastery of positive discipline, so the objective was to identify the factors that are influencing the difficulties that arise in positive discipline in the school environment of children of 3 and 4 years old in this school. The empirical study used surveys, interviews, and observations to collect data from parents, teachers, and children. The results showed that some of the factors that are influencing the discipline of children are in the family environment, since parents do not always resort to actions more related to achieving a positive coexistence to regulate their children's behavior, although they recognize the potential benefits of positive discipline. Teachers reported positive experiences implementing positive discipline strategies, observing improvements in children's behavior and social interaction. The research concludes that positive discipline is an effective strategy for social-emotional development and behavior regulation in young children. Its promotion and continuous application in educational institutions is recommended to create a more harmonious and productive environment.

• Hlavní autor: Benavides Veas, Mayra Rufina (author)
• Médium: bachelorThesis
• Jazyk: spa
• Vydáno: 2024
• Témata: Ambiente educacional; Disciplina escolar; Educación de la primera infancia; Niño
• On-line přístup: http://repositorio.ulvr.edu.ec/handle/44000/7501