Understanding Factors Differentiating Retained and Excluded Children Following Behavior Warnings From Early Childhood Education Programs

• In Event: Classroom Management: Critical Examination of Exclusionary Discipline Practices in School

Abstract

Preschoolers are being excluded from early childhood education settings at an alarming rate, placing children at risk for adverse developmental outcomes. This study aimed to understand whether and why some children with “challenging” behavior are expelled, while others are retained following behavior warnings. Results indicate that children and families are not different, and neither are the basic structures and types of programs. Programs, however, respond differently to excluded children by having these children sit out field trips and activities, while retained children experience changes to classroom routines and parents receive resource lists of behavioral supports. Findings can inform prevention efforts, policies, and teacher trainings to better promote inclusive classrooms and programs.

Authors

• Elyse R. Shenberger, University of Illinois at Chicago
  Presenting Author

• Velisha Jackson, University of Illinois at Chicago
  Non-Presenting Author

• Kate Zinsser, University of Illinois at Chicago
  Non-Presenting Author

• Sarai Coba Rodriguez, University of Illinois at Chicago
  Non-Presenting Author

• Josselyn Telule, University of Nebraska - Lincoln
  Non-Presenting Author