The purpose of this study was to critically examine 14 early educators’ descriptions of their classroom discipline policies and procedures. A DisCrit lens was utilized to investigate if and how multiply marginalized young children may still experience exclusion. Participants described the use of discipline policies and procedures that were exclusionary, such as suspensions and ‘soft’ expulsions. Teachers also reported that they continued to be overwhelmed and frustrated by students’ behavior they found challenging, and felt they needed additional supports to effectively meet children's needs. These findings help us understand the need for more comprehensive policy reform, and continued support for teachers so that as we work to eliminate exclusionary practices, we provide teachers with a toolkit of inclusive, anti-biased, proactive, and preventative strategies they can use in its place to promote social emotional competence and prevent 'challenging' behavior. (author abstract)
Exploring how early childhood exclusionary practices persist for multiply marginalized children
Description:
Resource Type:
Reports & Papers
Country:
United States
- Related Resources
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
- You May Also Like
These resources share similarities with the current selection.
Reducing exclusionary discipline practices in early childhood education: Perspectives from practitioners in Illinois and Colorado
Reports & Papers
Pyramid Model Resource Collection: Addressing exclusionary discipline practices in early childhood programs
Other
Eliminating exclusionary practices in early childhood education in Nevada
Other