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Children who are under the age of five in underdeveloped and developing countries, including China, exhibit developmental delays due to their exposure to risks such as impoverishment, deprived health conditions, parental punishment, neglect, and poor psychosocial stimulation. Adverse experiences during the formative years of life, such as harsh parental discipline, may put them at risk for poor physical and mental well-being. The aim of this research is to explore the pervasiveness and developmental outcomes of different forms of discipline practices in the underdeveloped rural areas of China. To do this, we used cross-sectional data on child–caregiver dyads from a large survey held in 22 poor counties in the QinBa Mountain Region. The sample included 1622 children aged 12–36 months. Partakers were requested to respond to a general survey on parenting which included basic demographic questions, the Ages and Stages Questionnaire: Social-Emotional (ASQ-SE), the Bayley Scales of Infant and Toddler Development (BSID-III), and questions on exposure of children to different discipline practices. Our findings from OLS estimates reveal that aversive discipline methods adversely affect cognitive, language, and socio-emotional development, whereas, non-aversive discipline practices have constructive effects on cognitive, language, and motor development of children.

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It is very unfortunate thing that children cannot design the environments and settings of their outdoor playing facilities. This suppresses the preferences of children as they are forced to play and interact in the environments designed by the adults (Plummer, 2007). The key objective of this research will be to examine and analyze the role of outdoor activities provided to preschool children and the effectiveness of these activities in grooming the personalities of such children. The research will also uncover the causes behind pre-school children's meager visits to outdoor playing areas due to the busy schedules of their adults. What is the role of outdoor play in children’s learning? What is the quality level of outdoor play provided to young children by early childhood education organizations? What improvements and modifications can be made to ameliorate contemporary outdoor play in the educational sector? What steps or processes can help in boosting the confidence and satisfaction levels of children so that they can enthusiastically take part in the outdoor play? In this research study, these questions are addressed by an analysis of recent research and design suggestions. The results of recent research studies indicate that the importance of outdoor activities including playing and other similar physical engagements is emphasized by the researchers that work on the behaviors and nourishment of early childhood souls. They are of the view that outdoor activities are equally important as indoor activities which usually involve paper reading or board instructions, whereas outdoor activities provide preschool children with abilities to develop their natural behaviors in accordance with their surroundings.