The child must quickly learn the consequences of their behavior so that they can follow good behavior habits in preschool.
Several tips for establishing these preschool years both as a time to establish a relationship with the child that creates respect and discipline are as follows:
Reading to the child must be a regular exercise between the parents and the child, and should happen minimally once a day, preferably twice a day with age appropriate books, and books that encourage the child's participation and interest
Television should not be allowed during the preschool years, because too much viewing has proven to over stimulate children and contribute to bad behavior and study patterns. Television, at this age, should be used as a family time, and a privilege, which if the child behaves badly can be withheld.
A family friend who has two children has always used television this way. It is their family's time for relaxing together on Friday night (also pizza night) with a G. rated movie. However, even after the movie, the parents still read to the children. The oldest child, now seven, and the youngest child, five, can read age appropriate books; both children are learning a second language; and the oldest has begun playing the viola this year. Both parents attribute the success of their children, especially at the preschool stage, to shared parenting and discipline responsibility, reading on a daily basis (their playroom has no technology, only books and plays things which require the child to use and develop their imagination at play). They also attribute the children's ability to focus on academic exercises as in part due to the fact that the television is seldom on in the house while the children are awake. Both parents also take time for their own interests on a daily basis, and they support one another in that regard. However those activities always take place after both parents put the kids to bed, following baths, promptly at 7:30 P.M. each night. The children, including the preschooler, never protest bedtime, because they rise early, 6:30-7:00 A.M. To begin their day.
Nutritionally, the children never get cookies, candy, or other sweets, except Friday night ice cream - which they love and look forward to with happiness. Otherwise, there is unlimited fruit, vegetables - they eat baby carrots by the bag - and low sugar, low salt, msg free cooking. There are exceptions, like holidays, and celebrations.
By making the commitment to the time that the children need - and it is a lot of time - and when parents keep their selves physically and mentally fit, and sharing responsibilities for the preschool child, then parents will experience a happy, well rounded, and eager to learn child who behaves. Having said this, if the parent is suffering from depression, or some other malady, or experiencing marital difficulties and anxiety that are not related to childrearing, then these problems must be addressed, or no amount of good advice will be found by them to be useful (Johnson, Sheri, Hayes, Adele, Field, Tiffany, and McCabe, Philip, 2000). The preschooler's outlook and behavior is reflective of the family's overall outlook and health. Routine, nutrition, discipline, and cognitive development through parental participation are the best tips for reducing stress, because these are the best tips for helping preschool aged children behave in ways that parents can enjoy.
Bor, W., Sanders, M.R., & Markie-Dadds, C. (2002). The Effects of the Triple P-Positive Parenting Program on Preschool Children with Co-occurring Disruptive Behavior and Attentional/hyperactive Difficulties. Journal of Abnormal Child Psychology, 30(6), 571+. Retrieved February 27, 2009, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000671205 http://www.questiaschool.com/PM.qst?a=o&d=5008012515
Calzada, E.J., Eyberg, S.M., Rich, B., & Querido, J.G. (2004). Parenting Disruptive Preschoolers: Experiences of Mothers and Fathers. Journal of Abnormal Child Psychology, 32(2), 203+. Retrieved February 27, 2009, from Questia database: http://www.questia.com/PM.qst?a=o&d=5008012515
(2000). Stress, Coping, and Depression (S. L. Johnson, a.M. Hayes, T.M. Field, N. Schneiderman, & P.M. McCabe, Ed.). Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved February 27, 2009, from Questia database: http://www.questia.com/PM.qst?a=o&d=34304127