Geborgenheid as faset van dissipline

M.Ed. (Educational Psychology)In this investigation an attempt was made to ascertain how important every facet of discipline is when considering disciplinary action against children. A particular aim with this study was to ascertain if the educator creates a feeling of security with the disciplinary process, so that disciplining children takes place correctly, fairly and as tensionfree as possible, for both educator and child. From a study of the literature on this subject, it became clear that discipline is essential in the educational process. There are many ideas about and styles of discipline. In all of these, the child's longing for safety, security and meaningfulness about himself and the world he lives in, must be considered. Deeply aware of his responsibility for the the educator can give the young person the for child-in-education security he longs that order child must be child must be is riqht and Security will give the child peace of mind at home and at school. This will determine whether the child is willing to venture and explore. The child cannot explore the world around him without the educator's complete acceptance, trust and authority. Security can be created in the classroom by accepting the child for what he is, by giving him love and by creating a safe, secure space in the classroom, so that the child can discover and work meaningfully. The premise in maintaining order should be progresses to discipline - in other words, the led to self-discipline and self-control. The helped to develop the ability to discern what what is wrong. Then only, education taken place. Is discipline present and has The child must have disciplinary experience in security and safety. In the empirical investigation, the following independent variables were tested gender, language, qualifications, occupation, age, residence, religion, marital status, size of family and financial income