Search reports, ask a question, or jump to a page.
The problem
Intervention: Replacement of violent disciplinary approaches with non-violent disciplinary approaches in early childhood classrooms
Who it was tested with: Early childhood development teachers and their students in Nepal.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"Data were collected through in-depth interviews with 6 ECD teachers, classroom observation and reflecting narratives from participants. The study revealed that non-violent disciplinary approaches enhance children's confidence, self-esteem, emotional-regulation and improved learning outcomes. In contrast, violent approaches are generating fear, anxiety, low self-esteem and reduced learning outcomes." The study directly compared outcomes of violent versus non-violent discipline, though through qualitative observation rather than experimental design.
Small sample size (6 teachers), qualitative design without comparison group or randomization, lacks quantitative measurement of outcomes, limited generalizability beyond the study context
Across countries and designs
2 studies · 2 countries
