Exploring the positive discipline practices of parents of children aged 1–5 years in Aotearoa New Zealand

Despite more than a century of academic scrutiny on parental discipline of children, parents’ use of positive discipline practices is not well understood. This article draws from a larger study (Southey, 2020) aimed at understanding the prosocial practices parents use to guide their children’s social, emotional, and behavioural development, and how they are informed in their practices. Findings suggest parents used positive discipline strategies at higher rates than coercive strategies. In terms of information and support, early childhood education (ECE) teachers were found to be the leading source of professional support for parents. This article recommends further research to understand the supporting role of ECE teachers.