Environment and Discipline Problems in Children

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Environment and Discipline Problems in Children
Environment and Discipline Problems in Children
Physical Environment
Environment generally means anything that surrounds a person, and therefore, the best physical environment that a child can get that can mould or rectify the discipline status of a child is the physical setting. According to Porter (2007), the physical setting is the general organization; for example the setting of his or her family, the kind of friends that the child socializes with, the general ecological factors or perspective and the social climate. The social climate here would be the friends and relatives that the child socializes. As a parent, guardian and teacher to the child, it is always good to mould the child at tender age on the kind of friends that he or she would be socializing. The general physical arrangements like the behaviors of the parents and the teachers is critical to ensuring that there is free and smooth transition of ideas and behaviors from the mentors; that is, the parents, the guardians and the teachers to the child as the recipient.

Johnson (2005) is of the idea that virtually everything constitutes the physical setting or environment that the child is supposed to have and emulate. When it comes to the sexual control of the teenager, the right ingredients should really come from the mentors and mostly the parents. The parents should institute a developmental approach to instilling discipline in a child; where, failure to that is a simplistic and less developmental idea on the child. When a child is taught how to focus on strategies of improving his or her future, he or she becomes reckless and undesirable characteristics would be developed in a child. Williams (2005) cites physical abuse as one of the things that has to be avoided as a way of giving the child confidence to handle his or her life. Where physical abuse is present, the child is usually not in a position to decide for him or herself or at least take independent decisions that can build his or her life.

Emotional Environment
By definition, emotions are deep feelings which usually come from inside, and therefore, any parent or guardian or a teacher should focus on giving the child good feelings that what he or she is, is important. As Arnall (2007) notes, any upbringing should be full of much caring and always close rather than leaving the child to make mistakes with none to inform that it is wrong. Actually, discipline comes when there is little or no knowledge on the good and the bad elements of life. The focus should always be in putting good behavioral attributes and raising the spirits of the child rather than punishing or spanking for little wrong done by the kid.
Mash (2007) gives a number of other tips necessary for putting a child on a climbing ladder to progress and devoid of bad behavioral attributes in a classroom. Some of them include providing real positive attention and always reinforcing desirable behaviors in a child. Modeling of the child should be orderly rather than hastened in a bad way and always a guardian, a teacher and a parent should be ready to compromise where necessary and giving a listening ear to the child. Communication is of essence because it helps the child knowing that there are people willing to listen. Therefore, the child would be given that confidence to speak out on the ills that is bedeviling him or her in the classroom.


Arnall, J. (2007). Discipline without distress: 135 tools for raising caring, responsible children without time-out, spanking, punishment, or bribery. Alberta: Friesens Publishers
Johnson, W. (2005). The control Discipline: How to control yourself, your spouse, your children, your relatives, your employer and your future. New York: Universe Press
Mash, E. (2008). Language, memory, and cognition in infancy and early childhood. NSW: Elsevier Australia
Porter, L. (2007). Young children behavior 3E. NSW: Elsevier Australia
Williams, R. (2005). Child and adolescent mental health services: Strategy, planning, delivery, and evaluation. Oxford: Oxford University Press


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