Date of Graduation
Fall 2020
Degree
Master of Science in Early Childhood and Family Development
Department
Early Childhood and Family Development
Committee Chair
Elizabeth King
Abstract
The purpose of this phenomenological study was to discover the essence of student and teacher perceptions of relationships through the implementation and exposure to the program and curriculum Conscious Discipline. The methods used were student interviews, teacher interviews, and a focus group. Participants were video and audio recorded and interviewed, and the focus groups were transcribed. The researcher looked to find themes between the interviews. The study found that teachers’ perspectives of relationships included understanding that behavior is a form of communication of an unmet need. Student perspectives showcased that their perspective of their teacher was positive. Three themes were found from the perspective of the School Family: safety, trust, and love.
Keywords
social-emotional learning, Conscious Discipline, relationships, perceptions, trauma informed practices, phenomenology
Subject Categories
Early Childhood Education
Copyright
© Sierra Rosa Dinges
Recommended Citation
Dinges, Sierra Rosa, "Early Childhood Educators and Students Lived Experience with Conscious Discipline: Taming the Wild Things" (2020). MSU Graduate Theses/Dissertations. 3587.
https://bearworks.missouristate.edu/theses/3587
