Punishment dec 31

One issue our text addresses is discipline and punishment; when it is effective? Children are obviously still learning right and wrong in their new world and cannot be expected to know all the rules. Caregivers ideally see that their child is about to misbehave and prevents the misdeed, explaining the situation to the child, before anything even happens. A common type of punishment is physical; it stops a child for a moment but probably does not leave a lasting impression. During the play years children learn about their actions and the consequences, a step to thinking logically about life. After reading the "Planning Punishment" case study on page 267, I started to research the methods to make punishments effective and thus fulfill the goal; internalizing standards.

A punishment should be administered during or immediately after the misdeed, to let the child know for what action they are being disciplined. Punishments should begin at a relatively intense level, rather than starting out mildly and increasing intensity for subsequent misbehaviors. A care-giver and child need to have a good relationship for discipline to work, if the only contact is punishment a child will seek that over behaving. No misdeed should go unpunished, meaning that every time a child misbehaves, discipline is necessary. A care-giver must always have a simple rationale for the child, otherwise they won't know why they are being punished. Lastly a parent should let the child know the alternatives to bad behavior.

Many parents make the mistake of punishing with no explanation. A child can never amend their behavior if they don't know what they did wrong, why its wrong, and an alternative action to their misdeed.

Retrieved on: Dec 31, 2010. From:http://content.ebscohost.com.navigator-millersville.passhe.edu/pdf23_24/pdf/2009/OGD/01Oct09/44930696.pdf?T=P&P=AN&K=44930696&S=R&D=ehh&EbscoContent=dGJyMMTo50Seqa84wtvhOLCmr0iep7JSs6m4SrKWxWXS&ContentCustomer=dGJyMPGpt0mzrrdIuePfgeyx44Dt6fIA