Disciplinary Methods Employed in Preschool Settings as Viewed by the Cooperating Teachers and Student Teachers

Autor/inn/en	Jumiaan, Ibrahim; Alelaimat, Ali; Ahmad, Jamal; Al-Hassan, Omayya M.
Titel	Disciplinary Methods Employed in Preschool Settings as Viewed by the Cooperating Teachers and Student Teachers
Quelle	In: Early Child Development and Care, 191 (2021) 3, S.431-440 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jumiaan, Ibrahim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1622535
Schlagwörter	Discipline; Preschools; Cooperating Teachers; Teacher Attitudes; Student Teachers; Student Attitudes; Kindergarten; Preschool Children; Student Behavior; Punishment; Foreign Countries; Jordan + Suchen Sie Ihr Suchwort? Disziplin; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student behaviour; Bestrafung; Ausland
Abstract	This study aimed at identifying the disciplinary methods used in controlling kindergarten children's behaviour and their degree of use by cooperating teachers and student teachers. The sample consisted of 161 female teachers and 53 student teachers who attend the field training programmes. The researchers constructed a questionnaire comprised of 22 items. Later, 12 cooperating teachers and 6 student teachers were interviewed. Results showed that the cooperating teachers' and student teachers' use of disciplinary methods to control kindergarten children's behaviour was medium. Disciplinary verbal was employed first, followed by disciplinary psychological, while disciplinary corporal came third, at a low level. Moreover, the results showed that there were no statistically significant differences attributable to the kindergarten sector. Additionally, the study found statistically significant differences attributed to certain variables of the study. It was concluded by offering some suggestions and recommendations. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01