ABSTRACT:

Discipline is the means whereby children are trained in orderliness, good conduct and the habit of getting the best out of themselves. Important purpose of discipline is to get children to want to do what is expected of them and to avoid doing what they know the social group does not approve. Discipline is an organized regulated orderly way of life. It means helping the child to become a happy, outgoing, expressive co-operative individual, helping him recognize his feelings and expressing them in acceptable ways. It helps to direct the child’s energies into useful socially acceptable channels and behavior approved by the group. The present study was done on Disciplinary techniques adopted by Working and Non-working Mothers. For the study 100 sample of mothers (50 Working and 50 Non-working mothers) of urban area were selected by multistage stratified purposive sampling techniques from different places of Modinagar.

 

 

INTRODUCTION:

To many people, discipline means punishment. But dictionaries say discipline is training in self control or education. It is true that punishment is often part of discipline. But punishment is not all there is to it. Education is the major feature in the discipline of young children. The main purpose of discipline is to make children follow the rules laid down by people in authority. In this way, children learn to behave in a socially approved manner. But this is not by any means the only purpose. Another important purpose of discipline is to get children to want to do what is expected of them and to avoid doing what they know the social group does not approve. In its narrow sense, discipline means the repressionistic discipline, under this type of discipline, the natural instincts impulses and propensities of children are kept under control by force or compulsion. They are not allowed to develop according to their interests, inclination, abilities and capacities. They are compelled to develop according to a pre-determined from under the specter of fear and injury. In its wider sense, discipline means impressionistic influences and emancipator activities. There is no a place for any external force, fear and punishment in this form of discipline. The adult is expected to behave very kindly, lovingly and symathiectically with the children keeping in view their needs and demands of society.

 

Elements of Discipline:

1.      Education: This means teaching children what they should do or should not do.

 

2       Reward: Praise, approval, gifts or special treats are given to children after they do, or at least tries to do, what is expected of them.

3     Punishment: This should only be given for willful wrong doing.

 

Techniques of Discipline:

Techniques which are used to inculcate discipline are of three board categories:

1.      Authoritarian Technique

2.      Permissive Technique

3.      Democratic Technique

 

Objectives of the study:

·        To study the socio-economic characteristics of Working and non-working mothers.

·        To find out the impact of different disciplinary techniques on mother child relationship.

·        To evaluate the disciplinary techniques of working and non working mothers.

 

Johan H. Anderson (2009) the working mother had better mental health and reported less depression than the non-working mothers. The most frequently reported sources of stress for working mothers was not having enough time to do everything, whereas for non-working mothers lack of social life was a major stereo.

 

Rachel Hamman (2006) Furthermore, attempt to understanding its effect often ignore the fact that this change is part of a whole compare of social change. Both employed mothers and home maker today live in a very different environment than their counterparts forty or even twenty years ago.

 

Nearly three quarters of all mothers are in the labor force. Even among mothers with very young children, more than sixty percent are in the labor force.

 

Reena (2004) found the children of non-working mothers more anxious. Children of non working mothers are more hyperactive than children of working mothers. Need achievement of working mothers' children is higher. Children of working mothers are more assertive and independent. Children of working mothers have better comprehensive ability and better self concept. Some researchers found no significant difference between the children of working women and non-working women. Some other researches show negative effect of mother's occupation on their children, while in few researches children of non-working women were found better. The availability of time factor may be the main cause behind it.

Rao, McHale and Pearson (2003) found that difference in two groups, use of autocratic and authoritarian parenting practices were related to related difference in their valuing of goals of social emotional development and honors of the family.

 

Vinita (2003) found self concept of the children of Non-Working Women to be higher than the children of working women. The social, physical, temperamental and educational dimensions of self concept are found significantly different but the children of working and non-working women do not differ significantly in respect to the moral and interactual dimension of self concept.

 

Essortment (2002) found that children of “two working parents get higher grades in high school”. But at the same time feel less pressure about doing so.

 

Parental education was also a positive aspect of a child’s success. It has been shown that children of non-working parents “fail to set the point of getting an education.”

 

Goswami (2000) found in her study that working mothers' children were more achievement oriented than all other groups, while anxiety of the girls of working mothers found to be highest.

 

Nanda and Meera (1999) – found out the children of employed mother had better comprehension ability than of children of employed mother. Children of employed mothers faced more loneliness than the children of unemployed mother specially boys.

 

Trivedi Sudha (1998) – found that there is no significant difference between the achievement scores of the children of working and non-working mothers.

 

METHODOLOGY:

The present study was conducted in different areas of Modinagar Distt. Ghaziabad, State Uttar Pradesh. To study the reasons to know about mother’s disciplinary techniques; who work outside of the home, as well as who stay at the home, total 100 mothers (50 working and 50 Non-working mothers) who were selected by stratified multistage random sampling technique from different places of Modinagar; Questionnaire and Interview method were used to collect the data. After collecting the data, it was tabulated and analyzed, to see the statistical significance.

 

 

RESULT AND DISCUSSION:

Table: 1 Distribution of the Respondents on the basis of Age

Sr. No	Age Group	Working Mothers	Percentage	Non-Working Mothers	Percentage
I	25-30 Years	17	34%	17	34%
II	31-35 Years	22	44%	13	26%
III	36-40 Years	5	10%	10	20%
IV	41-45 Years	6	12%	10	20%

 

Above table shows that 34% working mothers were 25-30 years old whereas 44% respondents were 31-35 years old, 10% respondents were 36-40 years old, and 12% respondents were 41-45 years old on the other hand 34% non-working mothers were 25-30 years old, 26% respondents were 31-35 years old, 20% respondents were 36-40 years old, 20% respondent were 41-45 years old.

 

Table: 2 Distribution of the Respondent on the basis of Education

Sr No	Education	Working Mothers	Percentage	Non-Working Mothers	Percentage
I	Primary	0	0%	7	14%
II	Secondary	3	6%	6	12%
2	Higher Secondary	2	4%		4%
12	Intermediate	4	8%	10	24%
V	Graduate	15	30%		20%
VI	Post Graduate	22	44%	12	24%
VII	Other	3	6%	1	2%

 

 

This table indicates that 44% working mothers had education up to Post Graduation, 30% respondents were educated up to Graduation, 8 % respondents were educated up to Intermediate, 6%  respondents were educated up to secondary, 6% respondents were educated up to other courses 4% respondents were educated up to Higher secondary where as  24% working mothers had education up to Post Graduation, 24% respondents were educated up to Intermediate, 20% respondents were educated up to Graduation, 14%  respondents were educated up to Primary, 12% respondents were educated up to Secondary, 4% respondents were educated up to Higher Secondary, 2% respondents were educated up to other courses.

 

Table: 3 Distribution of the Respondent on the basis of types of Family

Sr. No	Types Of Family	Working Mothers	Percentage	Non-Working Mothers	Percentage
I	Nuclear Family	20	40%	21	42%
II	Joint Family	30	60%	29	58%
III	Extended Family	0	0%	0	0%

 

Above table reveals that 60% working mothers belonged to joint family, 40% respondents belonged to Nuclear Family where as 58% Non-working mothers belonged to Joint Family, 42% respondent belonged to Nuclear Family.

 

Table 4 Distribution of the Respondent on the basis of No. of Children

Sr. No	No. of children	Working Mothers	Percentage	Non-Working Mothers	Percentage
I	1	14	28%	12	24%
II	2	26	56%	25	50%
III	3	8	16%	10	20%
IV	More	2	4%	3	6%

Above table expresses that, 56% working mother had 2 children, 28% respondents had 1 child, and 16% respondents had 3 children, 4% respondents had more children where as 50% non-working mother had 2 children, 24% respondents had 1 child, 20% respondents had 3 children, 6% respondents had more  children.

 

Table: 5 Distribution of the Respondents on the basis of support in home work of the children

Sr. No	Responses	Working Mothers	Percentage	Non-Working Mothers	Percentage
I	Completely	40	80%	30	60%
II	Sometimes	10	20%	18	36%
III	Not at All	0	0%	2	4%

 

Above table depicts that 80% working mothers were completely supporting in his home work, 20% respondents had supported sometime where as 60% Non-working mothers had completely supported in his home work, 36% respondents of Non-working mothers had supported sometimes, and only 4% respondents had never supported in his home work.

 

Table: 6 Distribution of the Respondent on the basis of reaction, when child misbehaves.

Sr. No	Responses	Working Mothers	Percentage	Non-Working Mothers	Percentage
I	Scold	8	16%	15	30%
II	Beats	3	6%	0	0%
III	Punishes	3	6%	1	2%
IV	Explain With Love	36	72%	34	68%
V	Says Nothing	0%	0%	0	0%

 

Above table elaborates that 16% working mothers used to scold, when child misbehaves; 6% respondents used to beat; 6% respondents used to punish; 72% respondents explained them  with love whereas 30% Non-working mothers used to scold, when child misbehaves; 2% respondents used to punish; 68% respondents explained them with love.

 

Table: 7 Distribution of the Respondents on the basis of the mother’s reaction, when child shout stubbornness

Sr. No	Responses	Working Mothers	Percentage	Non-Working Mothers	Percentage
I	Very angry	14	28%	6	12%
II	Meditates To Best	0	0%	3	6%
III	No Response	6	12%	1	2%
IV	Try To Understand Him	30	60%	40	80%

 

Denote on this table that 60% working mothers tried to make him understand, when child show stubbornness; 28% respondents used to be very angry, 12% respondents did not react whereas 80% working mothers tried to make him understand, when child was stubborn; 12% respondents were very angry, 6% respondents meditated to beat him, 2% respondents did not react.

 

Table: 8 Distribution of the Respondents on the basis of the mother’s reaction, when child did not like anything bought by mothers

Sr. No	Responses	Working Mothers	Percentage	Non-Working Mothers	Percentage
I	Very Angry	7	14%	4	8%
II	Try To Make Him Understand	38	76%	40	80%
III	No Response	5	10%	6	12%

 

Above table discloses that 76% working mothers used to try to make him understand, when child did not like anything, 14% respondents used to very angry, 10% respondents did not react whereas 80% Non-working mothers used to try to make him understand, when child did not like anything, 12% respondents did not react, 8% respondents used to very angry.

 

Table: 9 Distribution of the Respondents on the basis mothers definitely allowed selecting career of his choice

Sr. No	Responses	Working Mothers	Percentage	Non-Working Mothers	Percentage
I	Definitely	41	82%	44	88%
II	Not Sure	8	16%	6	12%
III	Never	1	2%	0	0%

 

Denoted in this table that 82% working mothers were in favour of allowing to select career of his choice, 16% respondents were not sure whereas 88% non-working mothers were also in favour of allowing to select career of his choice, 12% respondents were not sure.

 

Table: 10 Distribution of the Respondents on the basis of the mother’s reaction, when child did not eat home-made food

Sr. No	Responses	Working Mothers	Percentage	Non-Working Mothers	Percentage
I	Insist Him To Eat The Same	9	18%	12	24%
II	Try To Make  Him Understand	25	50%	19	38%
III	His Choice Will Be Considered	16	32%	19	38%

 

Above table displays that 50% working mothers used to try to make him understand when child refuse to eat homemade food, 32% respondents used to prepare food of his choice, 18% respondents were insisted him to eat the same food, whereas 38% Non-working mothers used to try to make him understand when child refuse to eat homemade food, 38% respondents used to prepare food of his choice, 24% respondents insisted him to eat the same food.

 

Summary and conclusion- The present study of disciplinary techniques adopted by working and non-working mothers following conclusion are the information on the basis of respondent’s personal information and individual disciplinary techniques, but that does not mean that good discipline is mostly about punishment, it sounds so straight forward, yet every parents become frustrated at one time or Discipline is the process of teaching of child what type of behavior is acceptable and what type is not acceptable; discipline teaches a child to follow rules. Effective discipline uses many different tools; positive, reinforcement, modeling, and is loving and supportive family. Sometimes, punishments are also an effective tool another with issues surrounding children and discipline.

 

The present study was done on Disciplinary techniques adopted by Working and Non-working Mothers. For the study 100 sample of mothers (50 Working and 50 Non-working mothers) of urban area were selected by multistage stratified purposive sampling techniques from different places of Modinagar. The method for data collection were questionnaire and interview schedule in study.

 

Data was collected from primary sources i.e. through interview schedule and defined questions were used for collecting the information. The questionnaire include the general information and which relationship between mother and child; who share each other.

 

Suggestion of the study Research is continues process and there is no end to it. Keeping in view this fact in the mind the following suggestion can be offered.

 

When we conduct research in any area, all the aspects related to particulars study cannot be studies at a time due to limited recourses and time at the end of the investigation. There may be certain important aspects which need to be studies for further research. Keeping this in mind, following suggestions are being offered for further research:

·A study could be conduct in rural areas.

·A study could be conduct in other states.

·A study could be conduct on large sample.

·Larger sample may be taken for better generalization of result.

·Other comparative studies could be carried out taking of normal habit or social habit related and assess and strong.

 

 

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2.       Meeta Luthra, Adolescence in mother absent homes, 1994

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4.       Elizabeth B. Hurlock, Child Growth and development, Tata Mc Graw Hill  New York (1978)

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6.       NIPCCD, working mothers and early childhood education, third survey of education Research- 1978

7.       Ramchandran, A study of the effect of maternal employment and socio-emotional and Educational development of children, Ph.D. Soc. Forth survey of education research. 1981, P-185.

8.       Jain Maradula, The impact of adjustment, frustration and level of aspiration on the children of working and non-working mothers, fourth survey of educational Research. 1990

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10.     Goswami Meenakshi, Achievement motivation and Anxiety among the children of working and non-working mothers studying in secondary school of shilling. Journal of All India Association for Edu. Research vol-12, 2000

11.     Nanda and Meera, Academic achievement study habit loneliness of children of employed and unemployed mothers, Indian journal of psychometric and educational, vol-30, P- 65-67

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