THE ROLE OF POSITIVE DISCIPLINE PRACTICES IN THE SOCIAL-EMOTIONAL DEVELOPMENT OF CHILDREN IN EARLY CHILDHOOD EDUCATION

Abstract

This study analyzes the role of positive discipline practices in the social-emotional development of children in early childhood education, considering the growing need for pedagogical approaches that promote welcoming, cooperative, and emotionally safe environments. The objective was to understand how strategies based on dialogue, mutual respect, and the collective construction of rules favor the development of skills such as empathy, self-regulation, autonomy, and cooperation. The bibliographic research used books, scientific articles, and official documents to gather theoretical contributions on the subject, allowing the identification of foundations and practices that dialogue with the reality of early childhood education. The results indicate that the adoption of positive discipline contributes to improving relationships between children and teachers, reduces challenging behaviors, and strengthens emotional bonds, reflecting a more harmonious school climate. It was also observed that children in environments that value dialogue and acceptance demonstrate greater engagement in activities, more emotional security, and a greater ability to resolve conflicts constructively. The discussions indicate that such practices, when applied intentionally and continuously, become powerful tools for integral development. It can be concluded that positive discipline represents an effective and necessary approach to promoting children's social-emotional development, contributing to more humanized educational environments that are consistent with contemporary demands. It is recommended that educational institutions broaden their focus to include practices that prioritize respect, cooperation, and acceptance, strengthening learning and coexistence from the early school years onwards.