Preschool and Childcare Expulsion: A Review of the Literature

Autor/inn/en	DuShane, Danielle; Yu, SeonYeong
Titel	Preschool and Childcare Expulsion: A Review of the Literature
Quelle	In: Infants and Young Children, 36 (2023) 3, S.177-194 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0000000000000245
Schlagwörter	Preschool Education; Preschool Children; Child Care; Expulsion; Influences; Risk; Teacher Role; Parent Teacher Cooperation; Intervention; Racial Differences; Gender Differences; African American Students; Males; Students with Disabilities; Stress Variables; Teacher Attitudes; Educational Resources; Teacher Administrator Relationship; Well Being; Mental Health + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Kinderfürsorge; Kinderbetreuung; Relegation; Influence; Einfluss; Einflussfaktor; Risiko; Lehrerrolle; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Rassenunterschied; Geschlechterkonflikt; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Disability; Disabilities; Behinderung; Lehrerverhalten; Bildungsmittel; Well-being; Wellness; Wohlbefinden; Psychohygiene
Abstract	The purpose of this review is to understand what has been learned over the past 20 years of research on preschool and childcare expulsions in the United States. Our literature search identified 16 research studies on this topic. An extensive review of the identified studies was conducted to critically examine the methods used to measure expulsion, the purposes of the reviewed studies, and interventions used to mitigate expulsion rates. Results from this review revealed that researchers have examined the rates of expulsion and factors that could influence expulsion, such as predictive and risk factors (e.g., demographics, disability status), teachers' roles, teacher--family relationships, and interventions. Notably, the reviewed studies highlighted high rates of expulsion among Black male students and students with disabilities. Many teachers reported high stress, limited access to resources, and challenging relationships with administrators and parents during the process of expulsion. Although a variety of methods (e.g., survey, interview, observation) were used to measure expulsion rates, surveys were the primary method of data collection. Interventions targeting teacher well-being, mental health consultation, and classroom-wide interventions (e.g., Pyramid Model) were found to be promising methods for reducing expulsions. Based on the results, gaps in the literature and implications for future research and practice are discussed. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01