Disciplining preschool children, parent interaction

Abstract

This qualitative study explored the interaction within a mother-father dyad regardi g child discipline of their preschool child in terms of: (a) their perceived discipline roles, (b) the socialization of parenting discipline style, (c) communication patterns regarding discipline, and (d) discipline problem solving and decision processes. A focused-ethnographic design was used to guide the research process. A purposive sample of 8 mother-father dyads, recruited from daycare, nursery school, and parent support group settings, participated in the study. The conceptual framework guiding this study is family interaction theory within the context of family developmental theory. Data analysis included content analysis of the interview transcripts and field notes to identify categories and themes. Data analysis revealed three themes: Learning About Discipline Takes a Life Time; Discipline: So What About It? and parents: The Discipline Team. (Abstract shortened by UMI.)