Child discipline enables a kid to be a pro-social and successful member of society. However, the manners in which parents raise their children to attain the apparently global aim of becoming an upright community member depends on cultural norms. The parenting cultural norms in may be entrenched in traditions, which began many years back depending on the part of the globe, where the child is born. In some culture, the norm changes with public opinion. However, whether parents focus on the autonomy of a kid or gives stern guidance, the future of the kids is what motivates parents to punish or praise.
In British culture, children are adaptable, responsible, and obedient. The child discipline practices are attributed to positive disciple parents from British cultural background adopts. The British parents tend to move towards encouraging and praising their children instead of hitting, spanking or yelling at them (Gillian, 2011). The reason for the approach may be as a result of the rise in the Supenanny approach of parenting that concentrates on the significance of praise and interactions together with the use of breaks on the harsh penalties to give children time to reflect on their behavior. Therefore, child discipline in British culture is a fraught as many parents fear the consequence of being too relax or too strict when a child misbehaves.
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In Asian culture, children are respectful. The practice would be attributed to the fact several Asian parents give a tremendous stress on a child being a societal concern both at family and societal level. The discipline, which entails raising a respectable kid begins at age 5, when children beginning to understand their surroundings. Until that moment, parents from Asian cultural background are often permissive anywhere. When a child reaches the age, parents stereotyped as tigers push him or her towards respect and excellence by use of verbal harshness and insults to shame the child (Sam, 2014). Consequently, the child is kept on the right track.
In British early childhood setting, teachers would expect children to respect them and their colleagues, to take care of their learning material, their personal wellbeing, and adapt to the changing conditions that relate to their learning experiences and surrounding (Gillian, 2011). Nonetheless, In Asian early childhood setting, teachers would expect children to respect them and their fellow learners and excel in their classroom and extra-curricular activities. The expectations may align with the American Schooling practices that demand respect, excellence, tolerance, obedience and adaptability. However, they may differ from the American schooling practices that allow paddling and spanking of children, when they misbehave. Spanking of children is promoted by the Evangelical Christian Community in the U.S, which is unique culturally.
In American schooling context my approach of disciplining children from the two diverse children in my classroom would be positive discipline approach of the British Culture. For instance if a child misbehaves grossly, I would adopt the British approach to discipline a child. The method would prevent those from American cultural setting to change their attitude towards what entails discipline or to prevent those from the Asian and British culture not to feel out of place. Positive discipline encourages a child to reform ad become a better person. (Positive Discipline, n.d) However, regarding gross misbehaviors, I would adopt the discipline approach from the Asian culture by speaking harsh words to shame child, hence refrain from repeating the mistake in future.
References
Gillian, W. (2011). Disciplining the Child: Recent British Academic Memoir , 19(1) DOI: 10.1080/08989575.2004.10815318
Positive Discipline (n.d). Discipline for Children of Different Ethnic Groups. Retrieved from https://www.positivediscipline.com/articles/discipline-children-different-ethnic-groups on 16th April, 2021
Sam, L. (2014). Embarrassment: Asian shame and honor: A cultural conundrum and case study
