Implementation of Self regulation and Conflict Resolution Strategies through Conscious Discipline in an Early Childhood Classroom
The purpose of this study was to determine if implementing Conscious Discipline(r) methods would improve self regulation and conflict resolution strategies. The action research took place over six weeks in a Montessori classroom with 30 students ranging from 3 6 years old; however, the participants were eight specific four or five year old male students. Four data collection tools were used throughout the intervention; a pre and post intervention survey, a weekly behavioral observation, a student reflection, and an end of day self reflection form. After analyzing the data, evidence showed improved behaviors. By implementing Conscious Discipline(r) students were able to improve their self regulation and peer interaction skills. Potential future action research investigation relating to this study may include what effects Conscious Discipline(r) would have on females or how Conscious Discipline(r) helps older participants with more mature social issues such as bullying, fighting, labeling, and peer pressure.