ABOUT KINMA

BEHAVIOUR AT KINMA

There is a common assumption that children become disciplined by having discipline thrust upon them. At Kinma we believe the reverse is true, ie that children develop discipline for themselves, from within. This occurs in response to certain factors present in the environment which encourage children to respond to limits and to gradually develop the skills needed to set their own limits.

This type of school environment was described well in the Plowden Report ("Children and Their Primary School", published by HM Stationery Office, London, 1967, para. 736).

" . . . for all the appearance of free and easiness, for all the absence of traditional forms of discipline, there is, behind it all, not only a deep understanding of children but careful planning. The two basic assumptions are that children respond in kind to courteous and considerate treatment by adults and that they will work with concentration and diligence at tasks which are suited to their abilities . . . we believe that the atmosphere in a school run on these lines is healthier than one in which discipline is authoritarian. It can foster self-discipline, a sense of responsibility for others in the community and honesty in action and thought. There is for example no reason to cheat or crib. If each child is valued for himself, there is less reason to lie, whether from fear, idleness or the desire for self-aggrandisement."

There is a need to carefully consider the development of each child in terms of behaviour as well as in other areas. At Kinma we aim to develop a child as described above, a child with self-discipline, respect for others and their differences, honest in action and thought, a child who bases interaction on cooperation and who has pride in school, classroom and grounds.

Each child will travel along a developmental path in order to reach the above aims.