Promoting Self-Discipline in Early Childhood: Positive Approaches for Sustainable Development
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Abstract
Self-discipline is a crucial factor in developing children into individuals who can live harmoniously and responsibly within society. Particularly in early childhood, when the brain and behavior are rapidly developing, consistent exposure to positive behavior and appropriate experiences can significantly influence a child’s future self-regulation. This academic article aims to propose practical strategies for fostering self-discipline in early childhood through everyday classroom practices and intentional experience design. Drawing on relevant research and theory, the article emphasizes positive approaches that build intrinsic motivation, such as modeling appropriate behavior, building positive teacher-child relationships, responding constructively to both positive and inappropriate behaviors, and organizing structured yet flexible classroom environments. The outcomes of these practices demonstrate that children who are consistently supported in developing self-discipline tend to exhibit appropriate behaviors driven by self-awareness and responsibility, not by fear of punishment. Ultimately, these approaches lay the foundation for children to grow into responsible, empathetic, and self-regulating members of society.
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References
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