Exploring Positive Discipline in Preschools: An Analysis of Educator Strategies and Parental Perceptions in Two Kindergarten Settings

Abstract

This study delves into the intricate dynamics of Positive Discipline within China's unique educational milieu, focusing on kindergartens in Guangzhou and Foshan, representing urban and suburban contexts, respectively. While Positive Discipline's virtues are globally acknowledged, its application, adaptability, and challenges in non-Western settings, particularly in China, remain relatively unexplored. Through rigorous qualitative methods, including classroom observations and Focus Group Discussions (FGDs) with parents, this investigation assesses the intersection of Positive Discipline with diverse pedagogical and cultural nuances. Findings reveal that Kindergarten A in Guangzhou emphasizes progressive, student-centric methods, resonating with Western pedagogical philosophies. In contrast, Kindergarten B in Foshan harmoniously melds traditional values with contemporary positive discipline techniques, echoing Confucian teachings. Parental insights underscore a universal desire for more personalized positive discipline strategies, suggesting the importance of tailoring Positive Discipline to individual needs while honouring broader educational paradigms. In essence, the study accentuates Positive Discipline's malleability, asserting its potential to integrate global principles with localized values, thereby illuminating pathways for a more holistic, child-centred early education landscape in diverse contexts.