1. Section 1 The Difference between Punishment and
Discipline
In this section we will examine the difference between punishment and discipline.
Knowledge of these terms will help you understand that there are positive as well
as negative ways to teach children about appropriate behaviour.
Let’s begin by looking at the meaning of the word punishment.
1. Punishment
Punishment is an action (penalty) that is imposed on a person for breaking a rule
or showing improper conduct. Punishment aims to control behaviour through
negative means. Two types of punishment are typically used with children:
• punishment involving negative verbal reprimands and disapproval
• punishment involving physical punishment (this is often called corporal
punishment)
Unfortunately, both forms of punishment focus on the misbehaviour and may do
little or nothing to help a child behave better in future. Moreover, the child learns
that the adult is superior, and the use of force – be it verbal, physical or
emotional – is acceptable, especially over younger and weaker persons. This
lesson can lead to incidents of bullying and violence in schools where older
children dominate younger ones. Furthermore, rather than helping a child
develop self-control, punishment makes the child angry, resentful and fearful. It
also causes shame, guilt, anxiety, increased aggression, a lack of independence
and a lack of caring for others. As a result, a child that is frequently punished will
not show less inappropriate behaviour, but actually more inappropriate
behaviour, causing greater problems for the educarer/pre-school teacher and
other children.
The word ‘discipline’ is an often misused, especially when it is mistakenly
equated with punishment. Many people think discipline means the same thing as
punishment. For such people, “This child needs to be disciplined” translates into
“This child needs spanking” (or some other punishment). This is wrong, because
discipline is not the same thing as punishment.
So what does discipline mean? Let’s find out.
2. Discipline
According to Kersey (2010), discipline is the practice of teaching or training a
person to obey rules or a code of behaviour in both the short and long terms.

2. Discipline involves a multi-factorial approach that makes use of models, attitudes,
rewards and consequences to teach and reinforce socially acceptable behaviour.
Discipline is a process, not a single act.
While punishment is meant to control behaviour, discipline is meant to develop a
child’s behaviour. It is meant to teach a child self-control and confidence by
focusing on what it is we want the child to learn and what the child is capable of
learning. It is the basis for guiding children to be in harmony with themselves and
to get along with other people. The ultimate goal of discipline is to guide
children’s behaviour to enable them to take initiative, be responsible for their
choices, and respect themselves and others. Through appropriate discipline,
children internalise positive processes of thinking and behaving that can last a
life time. Discipline must be taught, learned, and internalised.
To help you fully understand the difference between discipline and punishment,
have a look at the following table. It summarises the positive features of
discipline as opposed to the negative features of punishment.
Table 1: Comparing the features of discipline and punishment
Discipline is: Punishment is:
giving children positive alternatives being told only what NOT to do
acknowledging or rewarding efforts and
good behaviour
reacting harshly to misbehaviour
when children follow rules because
they are discussed and agreed upon
when children follow rules because
they are threatened or bribed
consistent, firm guidance controlling, shaming, ridiculing
positive and respectful of the child negative and disrespectful of the child
physically and verbally non-violent physically and verbally violent and
aggressive
logical consequences that are directly
related to the misbehaviour
illogical consequences that are
unrelated to the misbehaviour
teaching children to internalise self-
discipline
teaching children to behave well only
when they risk getting caught doing
otherwise
using mistakes as learning
opportunities
forcing children to comply with illogical
rules ‘just because you say so’

3. directed at the child’s behaviour, never
at the child, for example saying “Hitting
your brother was not a kind thing to do”
(this focuses on what the child did)
criticising the child, rather than the
child’s behaviour, for example saying
“You are very stupid”
(Source: Save the children,
2004)
The results we achieve through discipline are far more positive than those we
can achieve through punishment. Therefore, it is essential that you learn about
appropriate discipline techniques.
Children will misbehave sometimes – that is only natural – and as an
educarer/pre-school teacher you must know how to handle unacceptable
behaviour. But before you learn how to apply appropriate discipline techniques,
let’s briefly examine why children misbehave. This knowledge will help you
understand that most ‘bad’ behaviour is not malicious or ‘done on purpose’ to
upset you, which will in turn make applying appropriate discipline (as opposed to
punishment) easier.
3. Why Children Misbehave
Children’s misbehaviour is often the result of curiosity, growing independence
and unclear rules. They may also lose control when they are tired, bored, over-
stimulated, overly excited, have to wait for unrealistic periods of time and when
routines are changed without warning.
Other reasons for misbehaving are:
• needing to get attention
• needing to protect their feelings and property
• trying to act grown up
• feeling angry, frightened or frustrated
• being under a lot of stress or tension
• having an unclear understanding of what is “right”
• having poor family relationships at home
• feeling inadequate, helpless and unable to do something
Furthermore, when adults expect too much of children in relation to their age and
ability, children may start to misbehave. Therefore it is very important for
educarers/pre-school teachers to know about child development and age-
appropriate behaviour. This will help them decide if a child is simply ‘acting
his/her age’ or if he/she is misbehaving. For example, a 2-year-old will take a toy
from another child because of his/her egocentric nature. He/she has not yet
learned to share, wait for his turn or ask for permission to play with the toy.

4. However, a 5-year-old child who grabs another child’s toy knows that this is
wrong.
This example shows that certain behaviour is normal or appropriate at certain
ages and not at others.
Now it’s time to check your understanding of this section by completing the
following Self-Mark Activity in your notebook. If you find it difficult to answer any
of the questions, please revise the relevant part of the section.
Self-Mark Activity 1
1. Are the following statements examples of punishment or discipline? Give
reasons for your answer.
a) Sam jokes around and stands on his chair during an art activity. As a
result he knocks over a pot of paint, spilling it all over the floor. The
educarer yells at him and then cleans the floor.
b) Sam jokes around and stands on his chair during an art activity. As a
result he knocks over a pot of paint, spilling it all over the floor. The
educarer asks Sam to fetch a mop and helps him clean it up.
c) The pre-school teacher smacks Ndeshi’s bum because she keeps talking
during story time and will not sit still.
d) In an attempt to get Ndeshi to stop talking and sit still, the pre-school
teacher says, “Look at Ndeshi. She is really behaving like a baby. She
can’t even sit still for story time.”
e) Beatrice throws a tantrum because she does not want to take a nap. The
educarer calmly says, “Stop screaming right now. You are really being a
horrible child”.
f) Beatrice throws a tantrum because she does not want to take a nap. The
educarer calmly but firmly says, “I want you to stop screaming right now.
This behaviour is not acceptable”.
2. a) Richard hits his friend with a spade in the sandpit. Give one example of
punishment in reaction to Richard’s misbehaviour, and one example of
discipline. Briefly explain why your answer is an example of
punishment/discipline.
b) Melanie jumps off the top of the jungle gym. This is against the playground
rules because it is dangerous. Give one example of punishment in reaction to
Melanie’s misbehaviour, and one example of discipline. Briefly explain why
your answer is an example of punishment/discipline.
3. Read the following case study and then answer the questions that follow.

5. Jack is three years old. He wants the educarer’s attention but she is busy
working with another child. He starts to nag and tries to disrupt the activity
that the educarer and other child are engaged in. To distract him and keep
him busy, the educarer gives him a 20-piece puzzle to complete. Jack tries to
do it by himself for a few minutes but then asks for help. The educarer tells
him to wait because she is still busy. After about 10 minutes Jack starts
throwing the puzzle pieces across the room.
a) What is a possible reason for Jack’s nagging?
b) Why do you think he starts throwing the puzzle pieces across the room?
c) List other possible reasons why children misbehave (i.e., not the ones you
mentioned in your answers to a) and b)).
How did you do? Compare your answers to mine given at the end of the unit.
Once you are happy with your answers, move to the next section which deals
with acceptable discipline techniques.