Languages of discipline in early childhood settings in Guyana

ABSTRACT

This report examines bottlenecks impeding desirable discipline practices in Guyana, with specific focus on the impact pedagogical training has in shaping early childhood practitioners’ practices during interaction with children’s stimulation and learning programmes. Targeting disciplinary approaches through an ethnographic-type case study, this report offers insight into languages of alternative discipline not explored or reported by studies investigating the issue in Guyana. The culturally significant languages of discipline captured in the report as ‘smart gaffs’ and ‘serious talks’ describe extended, engaging and cognitively challenging interactions between practitioner and children as they solve and clarify discipline problems, disputes and conflicts. Sharing characteristics of ethical and respectful pedagogical practice, ‘smart gaffs’ and ‘serious talks’ are positioned within the discourse of desirable discipline tactics. Consequently, the report provides the kind of ‘tried and proven’ replacement strategies called for by the Guyana Teachers’ Union before they agree to halt the practice of corporal punishment in schools.

KEYWORDS:

• Guyana
• early childhood
• desirable discipline

Disclosure statement

The views expressed are those of the authors and not of the institutions they currently work.

Notes on contributors

Michelle Semple-McBean is a lecturer and head, Department of Foundation and Education Management, Faculty of Education and Humanities at the University of Guyana. She teaches early childhood practitioners and educators, and her research interest lies in the area of culturally relevant pedagogy.

Audrey Rodrigues works in the field of Education with more than 10 years’ experience in rights based, results oriented programming. She manages the Learning and Development in UNICEF Guyana. Policy development, education planning and effective implementation for ensuring equity and maximum results for children are her focus. Her portfolio covers Early Childhood through to Secondary education and emphasizes research for evidence based programming for ensuring on time, schooling active participation and successful completion in healthy, safe, protective learning environments.