Family Experiences of Early Childhood Programs' Reactions and Expulsion Decisions in Response to Children's Unwanted Behavior.
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| Title: | Family Experiences of Early Childhood Programs' Reactions and Expulsion Decisions in Response to Children's Unwanted Behavior. |
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| Authors: | Shenberger, Elyse1 (AUTHOR) eshenb2@uic.edu, Zinsser, Katherine2 (AUTHOR), Coba-Rodriguez, Saraí3 (AUTHOR) |
| Source: | Early Education & Development. Jul2026, Vol. 37 Issue 5, p1073-1087. 15p. |
| Subject Terms: | *Student expulsion, *Child behavior, *Early childhood education, *Caregiver attitudes, *Teacher training, *Classroom environment |
| Abstract: | Research Findings: Each year, hundreds of U.S. preschoolers are expelled or excluded from early education settings, oftentimes for behaviors deemed developmentally normative. This study examined how families (N = 218) perceived program responses to unwanted behaviors – voices often neglected during discussions around preschool exclusion. Analyses revealed that over 50% of said families reported being called for early pick-up. For children retained following behavior warnings, families reported that programs adapted classroom routines and referred children for special education. In contrast, for children ultimately excluded following warnings, programs implied to families that their child was not a "good fit" for the program and/or pressured families to withdraw their child. Practice or Policy: Results highlight differential ways in which families perceive programs responding to children who are retained and those who are excluded following behavioral warnings. Our findings may provide insights for infant and early childhood mental health consultants regarding potential warning signs of program policies, how programs communicate with families about responding to behaviors, and/or how to better support teachers. Future work should include both family and program reports to understand the scope of the exclusion experience, and could also be incorporated into teacher training, providing teachers with skills on how to modify classroom routines and supports. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194805170 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Family Experiences of Early Childhood Programs' Reactions and Expulsion Decisions in Response to Children's Unwanted Behavior. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Shenberger%2C+Elyse%22">Shenberger, Elyse</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> eshenb2@uic.edu</i><br /><searchLink fieldCode="AR" term="%22Zinsser%2C+Katherine%22">Zinsser, Katherine</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Coba-Rodriguez%2C+Saraí%22">Coba-Rodriguez, Saraí</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Jul2026, Vol. 37 Issue 5, p1073-1087. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+expulsion%22">Student expulsion</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+behavior%22">Child behavior</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Caregiver+attitudes%22">Caregiver attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research Findings: Each year, hundreds of U.S. preschoolers are expelled or excluded from early education settings, oftentimes for behaviors deemed developmentally normative. This study examined how families (N = 218) perceived program responses to unwanted behaviors – voices often neglected during discussions around preschool exclusion. Analyses revealed that over 50% of said families reported being called for early pick-up. For children retained following behavior warnings, families reported that programs adapted classroom routines and referred children for special education. In contrast, for children ultimately excluded following warnings, programs implied to families that their child was not a "good fit" for the program and/or pressured families to withdraw their child. Practice or Policy: Results highlight differential ways in which families perceive programs responding to children who are retained and those who are excluded following behavioral warnings. Our findings may provide insights for infant and early childhood mental health consultants regarding potential warning signs of program policies, how programs communicate with families about responding to behaviors, and/or how to better support teachers. Future work should include both family and program reports to understand the scope of the exclusion experience, and could also be incorporated into teacher training, providing teachers with skills on how to modify classroom routines and supports. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194805170 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10409289.2026.2620027 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 1073 Subjects: – SubjectFull: Student expulsion Type: general – SubjectFull: Child behavior Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Caregiver attitudes Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Classroom environment Type: general Titles: – TitleFull: Family Experiences of Early Childhood Programs' Reactions and Expulsion Decisions in Response to Children's Unwanted Behavior. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Shenberger, Elyse – PersonEntity: Name: NameFull: Zinsser, Katherine – PersonEntity: Name: NameFull: Coba-Rodriguez, Saraí IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10409289 Numbering: – Type: volume Value: 37 – Type: issue Value: 5 Titles: – TitleFull: Early Education & Development Type: main |
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