When Discipline Hurts: The Hidden Costs of Violent Practices in Preschool Classrooms

Redacción HC
14/08/2023

Discipline in early childhood education is meant to support growth, not hinder it. Yet in many preschool classrooms across Latin America, including Peru, violent disciplinary practices—such as yelling, threats, and emotional neglect—remain worryingly common. A recent study conducted at a private preschool in Lima sheds light on how these practices negatively impact the cognitive and socioemotional development of four-year-old children, revealing patterns that could have long-lasting consequences.

Published in the Educación journal (PUCP, 2021), the research led by Daniela Pazos Polo and María Sánchez Trujillo investigates the day-to-day dynamics of a single classroom, offering a close look at how young children respond when learning is shaped more by fear than empathy.

How the Study Was Conducted

The authors adopted a qualitative descriptive approach, combining two primary methods:

• Participant observation to record disciplinary incidents in real time
• Semi-structured interviews with the classroom teacher to understand her beliefs and justifications

This methodological design allowed the researchers to assess both the observable impacts on children and the underlying reasoning behind the teacher’s use of authoritarian strategies.

Although the study is limited to a single classroom and does not include quantitative measures, it offers valuable insight into a broader cultural issue in early education systems, especially in urban Latin American contexts.

What Violent Discipline Looks Like in Practice

The observed classroom dynamics were characterized by frequent verbal aggression—including yelling and scolding—as well as punitive measures like removing toys or denying playtime. These were not isolated events but rather regular elements of classroom management.

The teacher herself described these actions as “necessary to maintain order,” and acknowledged lacking alternative tools to guide behavior.

The children’s immediate reactions were striking:

• Some became visibly anxious, withdrawn, or restless
• Others lost focus quickly and showed signs of emotional detachment
• Learning activities were often interrupted by fear responses, limiting attention and participation

According to the study, “the uncertainty provoked by punishment generated an inability to concentrate, memorize, or solve problems,” undermining the core purposes of preschool education.

Cognitive and Emotional Damage at a Crucial Age

At four years old, children are in a critical stage of development, where emotional safety is essential for cognitive growth. The study found that exposure to verbal aggression and intimidation:

• Impaired attention spans
• Hindered problem-solving and memory retention
• Lowered motivation to participate
• Fostered emotional insecurity, leading to low self-esteem and social withdrawal

These outcomes echo developmental theories by Vygotsky, Piaget, and Bowlby, who emphasize that secure, respectful environments are essential for optimal learning.

The authors also align their findings with similar research from Chile, Colombia, and Ecuador, all highlighting the damaging effects of coercive discipline and the need to shift toward more respectful, emotionally intelligent pedagogy.

Urgent Need for Educational Reform

1. Rewriting the Rulebook on Discipline

The study strongly advocates for removing violent discipline from institutional norms. This includes not only banning practices explicitly but also promoting teacher training programs centered on empathy, positive reinforcement, and conflict resolution.

2. Equipping Teachers with Better Tools

The findings suggest that many educators resort to harmful methods simply because they lack alternatives. Professional development should focus on:

• Socioemotional learning strategies
• Trauma-informed classroom management
• Interactive and reflective tools for handling behavioral challenges

3. Redesigning Classroom Environments

Beyond teacher behavior, the curriculum should include activities that build emotional regulation and interpersonal skills: cooperative games, storytelling, mindfulness routines, and structured play.

What the Authors Recommend

To transform preschool classrooms into spaces of growth rather than fear, the authors call for a comprehensive set of measures:

1. Institutional awareness campaigns about the consequences of violent discipline
2. Updated training curricula in emotional pedagogy
3. Ongoing classroom supervision with ethical observational tools
4. Family engagement workshops on positive discipline and child communication
5. Mixed-methods research to deepen understanding of long-term impacts

These actions can empower educators and caregivers to replace control with connection and to promote healthier learning environments for Peru’s youngest students.

Why This Matters for Peru—and Beyond

In many Latin American contexts, scolding and punishment are still seen as culturally acceptable educational strategies. But as this study shows, such practices are deeply counterproductive, especially in the early years.

Improving classroom interactions in preschools can have long-term ripple effects on educational outcomes, emotional resilience, and even mental health. It’s time for policies and teacher training frameworks to reflect this knowledge.

Conclusion: Learning Shouldn’t Hurt

This research sends a clear message: children don’t thrive under threat. The preschool classroom must be a safe space—physically and emotionally—where students are encouraged to explore, express, and grow. Replacing fear with respect, and punishment with guidance, is not only humane—it’s essential for development.

Topics of interest

Education