The Relationship Between Discipline and Obidience from Montessori Perspective.

How does one suitably discipline their children? Should parents discipline their children at a young age? When is it considered too much or too stridulous? Is it legal? A numerous amount of parents have stumbled upon these questions, but can’t seem to find a concrete answer or are having a difficult time trying to discipline their children. Countless parents don’t even bother disciplining and some try, but don’t succeed. As a parent, one can verbally discipline them, or physically discipline them. Both are legal, but disciplining them too harshly or too softy can affect the outcome of how disciplined the child becomes.

First, an individual usually internalizes compliance, but this is not necessarily the case in obedience. The latter can occur through internalization as well as through the existence of cognitive dissonance. In other words, conformity is a form of social influence that emanates from within the individual (Milgram, 2010). As it has been mentioned earlier, one does not have to be asked to do something for them to do it in the case of conformity. It is a decision they make due to the external pressures caused by group influence or the influence of another individual. Compliance is ethologically a survival tactic whereby one is forced to do certain things to fit in the group as doing the contrary will make them appear odd. This is not the case in

Learning obedience is an important part of early child development. Obedience is the main tool parents use to train their children. Through obedience your child will use things he or she needs later in adulthood that force obedience upon a child will soon create resentment within their children, which will eventually lead to rebellion.

Obedience is simple defined as, “compliance with an order, request, or law or submission to another 's authority.” This is a form of social influence where an individual acts in response to a direct order from another individual, who is usually an authority figure. It is assumed that without an order the person would not have acted in this way. A person with social power such as a police officer, a teacher, or a work supervisor who has the right to demand certain behavior from the people under the authority figures command (Ciccarelli & White, 2015). For example, a soldier will follow a command no matter how brutal it gets. Obedience is negative when it causes physical and mental agony. One can blindly follow a figure of authority’s directive and can conform to the

One of the many forms of discipline is positive discipline. Witch focuses more on encouraging the child instead of focusing on the punishment. "A parent using positive discipline might sit down with the child and say, “I know your teacher wants you to get your math paper done tonight and you don’t want to do it. What can we do to get that paper done so you’ll be able to show Mrs. Smith that you got all your homework done on time?” (Morin 1). Another form of discipline is setting boundaries for your children. Clearly stating the consequences to the child. “You won’t be able to use any of your electronics tonight until your work is done.” (Morin 1). Behavior Modification is another disciplinarian action which focuses on consequences reinforces with praise. “Remember, once you get your homework done, you get to use the computer for 30 minutes.” Praise would be offered if the child chooses to comply. The parent would ignore any protests." (Morin 1). All of these forms of

According to Cardwell (1996) obedience is a type of social influence whereby somebody acts in response to a direct order from another person. There is an implication the actor is made to respond in a way that they wouldn’t have otherwise done without the order. You are in no doubt when you are obeying an order (explicit). It is obvious when you are following an order and you won’t change your attitudes as you are behaving as instructed. We will always find ourselves in situations in which we are told to do things by other people, for example boss or supervisor at work. Within society we work in a hierarchy. We may disagree or resent the orders we are given even when they are legitimate. It is unlikely we will be given an order or instruction that goes against our conscience or involves us inflicting serious harm on another person.

My area of specialization is Early Childhood Education and more specifically preschool education. Our current knowledge of developmental psychology shows us that children are in constant state of development. As they age, their physical, cognitive and socioemotional abilities become more sophisticated and hit new milestones. This fact has been widely recognized and methods to teach young children have been developed that address children’s specific developmental stage. Unfortunately, this better understanding of children’s cognitive, socioemotional, and physical abilities has not completely been integrated in the teaching of mathematics. Most math experts are really familiar with the primary

Another point the authors make is to show love and respect when disciplining a child. The main message regarding this is, with love and respect, the child will be able to calm him/herself down and will be more willing to listen to instruction, once love and respect are shown. The authors argue that with love and respect, the child will feel like his/her feelings matter, that the parent cares enough to listen, and that the parent is there for him/her, no matter what. With these two things—love and respect—the parent(s) will have a better chance at getting the child to open up and express his/her feelings, in a healthy

I now see that rules and consequences could affect children negatively. For example, yelling would disorient the child and make them think that they are rejected. Conscious Discipline gives the children the possibility to change themselves.

The paper I prepared begins with a description of the Montessori Method and a historical narration of the professional career of Dr. Maria Montessori. I also included some biographical information as to her origins and the identity of her parents. I then drew a comparison of her methods for developing the Montessori Method and her career to the ISD model. I compared significant events in her career to the analysis phase. Explaining that her experience with children lead her to develop her programs. Then I drew a comparison to her work with the design and development phases, citing her materials that she uses in her classrooms and the classrooms

Discipline is a word that many people including adults and children do not fully understand. Kids see discipline as punishment when they are told that they are bad or if they receive physical harm. Punishment can be positive when there is an added behavior, or negative when there is a behavior that is taken away. For example, a positive form of punishment is if a parent gives a child his or her favorite snack in order for them to remember to use the phrases “please” and “thank you” in their everyday language. A negative punishment is if a child misbehaves in school and get his or her toys taken away. On the contrary, discipline is about guiding and teaching children so that they will make good decisions and learn to control themselves. Discipline offers the child an opportunity to do the right thing, and it

The Montessori environment may be looked at as a small society that is preparing the child for his future. Guiding him towards finding his role in the Universe; that he has a responsibility to nature; and to be respectful to everything in the Universe. To enable the directress to channel the children towards these goals

Being committed to discipline. Proverbs22:6 says, “Train up a child [d]in the way he should go,

According to Sailor (2010), “Discipline comes from the Latin word disciplina, meaning instruction or teaching to correct, strengthen, or perfect.” The article talks about discipline and punishment in the education system, whereas parents and some teachers view discipline as a punishment while educators view it as a teaching strategy that can exclude punishment. As it stated by Hogan (2012), “True discipline, however, comes from within the child.” Therefore, parents and teachers are aware that discipline is not through punishment, but through (1) guidance and teaching, (2) experiencing freedom, and (3) experiencing the natural consequences to his actions.

For many years parents have been disciplining their children in various ways. Discipline is required to train a child in doing what is right and staying away from what is wrong and dangerous. Discipline has always been used in order for the child not to grow up spoiled and choosy. Giving children what they want always is never a good thing, while teaching them that they cannot have everything teaches them patience. Discipline is very critical in a child’s life because it is a determining factor on how that child is going to turn out in the future. People will always relate bad parenting to a child’s bad behaviour and good parenting to a good behaviour. So how must parents discipline in order