SELF-CONTROL TEACHING IN EARLY AGE

Abstract

This paper is saying about importance of self-control in early age. Developed self-control is a pre-condition of developing willingness, capability of concentration and independence of a child. Child is capable of cooperation for which was stimulated by inner motives. Child is able to accept demand, to listen, but not only for ``pure`` obedience. Confirmation for that is asking for explanation, reasons, and different options of the solution of a problem. More attention, persistence enable successful realisation of started activities. Consequence of it, further, is development of independence, supported by a teacher. After theoretical analysis of key questions determining the sense and importance of self-control, there are given results of empirical analysis, more precisely results found on the base of long-term observation, according to previously prepared protocols of teachers, which is their work on development of self-control in early age. The given results reflect the state from one teaching unit and they represent qualitative indicators. In order to get more detailed review, there are also given results of focus group interview with teachers. Self-control of children depends on overall climate which, among other things, should offer: honest, not just declarative respect for children and their rights; timely recognition and meeting of children`s rights; adequate model of teachers` behaviour able to question their acts. Development of self-control is especially influenced by well-planned and successful life regime, but which is flexible enough to adapt children`s needs and capacities. In this paper, we were primarily focused on the role of a teacher in self-control development process. It seems that our practice has been ``overtaken`` by tradition control over a child. There is often imposed organisation of sleeping and eating schedule, which implicitly express a need for self-control. In order to get more objective findings on that, we have targeted some important indicators-self-control pre-conditions. In relation to that, we put a special accent on: adoption of new rules of values and behaviour; setting clear demands by a teacher; consistent setting of borders of the children`s behaviour, verbalisation of some activities, establishing clear and specific rules, redirection and support instead of punishment and awards.. The key question we tended to get an answer for during this research is the way in which the teachers stimulate obedience that does not have a common meaning of subjugation, but appears as a result of willingness that is self-controlled. In relation to that, we put a special accent on: adoption of self-controlled willingness and which, as such, represents a special quality for personal and social progress.

DOI: 10.5901/mjss.2014.v5n22p368