Özet:

From the field text, which suggests that teachers often confuse discipline with punishment and often use reward-punishment strategies for unwanted behaviors; this study aims to determine what children’s reward-punishment perceptions and teachers’ views about discipline are. In this study, the method of study of the quality research patterns was used. The easy-to-access sample method is selected from the purposes of sample methods. The study’s work group consists of 22 pre-school teachers who work in the official primary schools in the province of Ankara and 69 children who continue to work in the maternity of these schools. Half-configured children and teachers interview forms have been used to collect research data. The data of the research was analyzed using the imagistic quality analysis technique. The findings from the research show that children more emphasize the material side of the reward. The second kind of punishment in the form of the child's withdrawal from the game is more expressed. In addition to the teachers involved in the study using the reward and punishment method as well as trying to provide discipline by determining class rules without including their children during the course, the teacher-centered strict understanding of discipline has shown that it is effective.

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