Reducing Exclusionary Discipline Practices in Early Childhood Education: Perspectives from Practitioners in Illinois and Colorado

Autor/inn/en	Lieberman, Abbie; Loewenberg, Aaron
Institution	New America
Titel	Reducing Exclusionary Discipline Practices in Early Childhood Education: Perspectives from Practitioners in Illinois and Colorado
Quelle	(2022), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Expulsion; Suspension; Early Childhood Education; Discipline Policy; Mental Health; Faculty Development; Program Implementation; Early Childhood Teachers; Student Behavior; Behavior Problems; Educational Legislation; Consultation Programs; Teacher Attitudes; Counselor Attitudes; Administrator Attitudes; Illinois; Colorado + Suchen Sie Ihr Suchwort? Relegation; Ausschluss; Schulausschluss; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Disziplinarmaßnahme; Psychohygiene; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Bildungsrecht; Schulgesetz; Fachberatung; Lehrerverhalten
Abstract	While research shows that exclusionary discipline practices in the early years are ineffective and developmentally inappropriate, young children continue to be suspended and expelled at high rates. An increasing number of states have taken steps to ensure that young children are not removed from programs due to their behavior. This report explores how Illinois and Colorado are limiting the use of these exclusionary discipline practices and providing supports to educators to equip them to better serve the children in their programs. Through listening sessions with educators, administrators, and other early childhood professionals, the authors sought to understand how recent policy changes in these states are impacting practice, with a focus on early childhood mental health consultation and professional development around social-emotional learning. The issue of exclusionary discipline practices has long been a problem, but it has been made more urgent during the COVID-19 pandemic as children's and adults' well-being have suffered. The report offers 10 takeaways and recommendations for policymakers as other states pursue reform in early childhood discipline policies and work to help teachers address challenging behaviors. (As Provided).
Anmerkungen	New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: https://www.newamerica.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01