Date of Award
Doctor of Education (EdD)
Abraham S. Fischler College of Education
This applied dissertation was designed to explore teacher perceptions of the use of Conscious Discipline in the classroom to promote desirable behaviors and influence the development of EF skills in children. Using self-assessment surveys, qualitative interviews, and direct observations, the researcher explored teacher perceptions of the use of Conscious Discipline as a behavioral management system to develop EF in preschool children.
Conscious Discipline is an emotional intelligence behavior-management system that promotes desirable behaviors in children, embracing those skills found in the prefrontal lobes of the brain, which control the mechanism for self-regulation and problem-solving skills. Conscious Discipline promotes the development of self-regulation in preschool students, a key element in developing EF. The goal of this study was to add to the research literature on the usefulness and importance of using Conscious Discipline to promote EF in children at an early age.
Participants were 5 teachers in a private preschool center in South Florida serviced by the state college’s institute in early care. Overall, four themes emerged. Teachers learned the importance of the development of self-regulation in students. Internalization of the teacher’s journey in Conscious Discipline afforded implementation. Teachers increased their awareness of self and lifelong skills. Reaching executive state in Conscious Discipline affords academic successes. An implication is the importance of professional development in brain-based Conscious Development to help preschool teachers develop EF in their students.
Annette C. Oswald-Hunt. 2019. Early Childhood Educators’ Perceptions of Using Conscious Discipline to Promote Executive Function Development in Preschool Students: A Case Study. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education. (188)