Managing children’s behavior through positive discipline requires a shift from control and punishment to guidance, understanding, and skill-building. Within the framework of curriculum, teaching-learning processes, and assessment practices, positive discipline becomes an integral part of classroom management and holistic education. It is based on respect, empathy, consistency, and the belief that children learn appropriate behavior when they feel safe, valued, and understood. In the context of curriculum, positive discipline begins with designing learning experiences that are engaging, relevant, and developmentally appropriate. When the curriculum connects with students’ interests, abilities, and real-life contexts, behavioral issues are reduced because children are actively involved in meaningful tasks. Clear learning objectives and structured activities provide direction, minimizing confusion that often leads to misbehavior. Integrating social-emotional learning into the curriculum helps children develop self-awareness, self-regulation, empathy, and responsible decision-making. These competencies enable students to manage their own behavior effectively. In teaching-learning processes, establishing clear expectations is fundamental. At the beginning of the academic year, classroom rules can be developed collaboratively with students. When children participate in framing norms, they feel ownership