TY - JOUR
T1 - Exploring how early childhood exclusionary practices persist for multiply marginalized children
AU - O'Grady, Courtney E.
AU - Ostrosky, Michaelene M.
AU - Corr, Catherine
AU - Roy, Erica
N1 - Publisher Copyright:
© 2024 Elsevier Inc.
PY - 2024/7/1
Y1 - 2024/7/1
N2 - 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.
AB - 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.
KW - Challenging behavior
KW - Discipline
KW - Expulsion
KW - Policy
KW - Preschool
UR - http://www.scopus.com/inward/record.url?scp=85190836107&partnerID=8YFLogxK
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U2 - 10.1016/j.ecresq.2024.04.008
DO - 10.1016/j.ecresq.2024.04.008
M3 - Article
AN - SCOPUS:85190836107
SN - 0885-2006
VL - 68
SP - 90
EP - 98
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
ER -