Three Categories of Discipline

Disciplication is an important part of every child's developmental process. From birth, the main drawback of children is the lack of understanding and understanding of the world. Contrary to the negative meaning of the term modern usage, "discipline" actually comes from Latin meaning "education". Therefore, discipline is only information education necessary for children to succeed in their environment. In child development, discipline refers to self-discipline and moral education aimed at promoting reasonable reasoning and behavior.

The classification of disciplinary strategy types adopted by parents in this study corresponds to the three major disciplinary strategy categories outlined in the literature: power claim strategy, inductive strategy, and exit strategy of love (Grusec and Goodnow , 1994; Hoffman, 1970). Children's response to these categories is personal and depends on contextual factors, especially the age and personality of the child, and the severity of bad behavior. While older children focus on inductive strategies (inference, communication, etc.) and scope, younger children tend to explain power strategy strategies (such as timeouts and examples of corporal punishment) . Love Exit Strategy

n Children identify three types of disciplinary strategies adopted by parents: (1) power privilege, timeouts or basis, power advocacy including assignment of additional housework and corporal punishment, (2) behavior and results Including communication, inductive response, strengthening positive behavior; (3) stop love, parents disappoints to children, feel guilty, willing to regret bad behavior

There are three main action categories when explaining the rules and regulations being enforced by parents: ethical behavior, behavior related to safety, and social daily behavior. In addition, the story of older kids is more focused on the rules related to achievement and mental health. Most children show a conceptual difference between the derogatory attitudes associated with this kind of behavior. Safety-related behavior is considered a more stringent disciplinary strategy. Finally, social everyday behavior. This is in close agreement with previous findings (Smetana and Braeges, 1991; Catron and Masters, 1993; Smith et al., 2005). In addition, we emphasize that fair ethics dominates the child's viewpoint and that it is necessary to punish according to bad behavior.