Using the Teaching and Guidance Policy Essentials Checklist to Develop Culturally and Linguistically Appropriate Behavior Guidance Policies

• In Event: 63.085 - MTCC Roundtable Session 26
  In Roundtable Session: 63.085-5 - The Importance of Teacher Knowledge, Efficacy, and Empathy in Creating Effective Classroom Management Practices

Abstract

This study examined the extent to which behavior guidance policies in early care and education programs reflect evidence based practices shown to prevent and address challenging behaviors in the early years using the Teaching Guidance Policy Essentials Checklist (TAGPEC). Policies were gathered from 282 programs accredited by the National Association for the Education of Young Children (NAEYC) and were scored using an updated version of the Teaching and Guidance Policy Essentials Checklist, which was revised to more fully address cultural and linguistic diversity and implicit bias. Overall, policies failed to address evidence-base practices, and findings are situated within the discourse on the prevalence of challenging behaviors and the troubling date on preschool suspension and expulsion rates and the current ECE context.

Authors

• Sarah Garrity, San Diego State University

• Sascha Longstreth, San Diego State University

• Michelle DeJohnette, San Diego State University