Exclusionary Discipline in Early Childhood

Autor/inn/en	O'Grady, Courtney; Ostrosky, Michaelene M.
Titel	Exclusionary Discipline in Early Childhood
Quelle	In: Journal of Catholic Education, 26 (2023) 1, S.62-82, Artikel 4 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Discipline; Expulsion; Suspension; Teacher Attitudes; Preschool Teachers; Preschool Children; Early Childhood Education; Student Behavior; Catholic Schools; Behavior Problems; Decision Making + Suchen Sie Ihr Suchwort? Disziplin; Relegation; Ausschluss; Schulausschluss; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Student behaviour; Schülerverhalten; Katholische Schule; Decision-making; Entscheidungsfindung
Abstract	The purpose of this exploratory qualitative study was to examine how the perceptions and experiences of teachers relate to the suspension and expulsion of preschoolers in Catholic schools. Results indicated that teachers have a range of experiences with suspension, from children being removed from the classroom temporarily to out-of-school suspensions lasting up to a week. Most participants also had experienced expelling a student because of behavior. Patterns that emerged from the data included a frequency of extreme behavior from some children, the application of various strategies in response to challenging behavior, the use of exclusionary discipline when other strategies did not work, and a resistance to change practices without additional supports. Implications for research and practice are discussed. (As Provided).
Anmerkungen	University of Notre Dame. 4110 Jenkins Nanovic Bldg, Notre Dame, IN 46556. Tel: 574-631-1861; e-mail: JCE@nd.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01