From Surviving to Thriving: Increasing Equitable Discipline Outcomes in Preschool Settings
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| Title: | From Surviving to Thriving: Increasing Equitable Discipline Outcomes in Preschool Settings |
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| Language: | English |
| Authors: | Kizzy Albritton (ORCID |
| Source: | Theory Into Practice. 2025 64(3):355-368. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education Preschool Education Elementary Secondary Education |
| Descriptors: | Equal Education, Discipline, Preschool Education, Minority Groups, Young Children, Race, Ethnicity, African American Children, Early Childhood Education, Social Justice, Culturally Relevant Education, Federal Legislation, State Legislation, Educational Policy, Disproportionate Representation, Outcomes of Education, Preschool Children, Elementary Secondary Education, Educational Practices |
| DOI: | 10.1080/00405841.2025.2503306 |
| ISSN: | 0040-5841 1543-0421 |
| Abstract: | Although there is extensive literature illustrating the short-term and long-term benefits of high-quality preschool programs, young children from racially and ethnically minoritized backgrounds, particularly young Black children, do not appear to be equal beneficiaries of the opportunities afforded to other children who participate in these programs. There are several systemic and compounding issues that negatively impact young children's ability to fully benefit from participating in a high-quality preschool program including inequitable exclusionary discipline practices. In this article, we provide a brief discussion of how the creation of certain early childhood education programs was an act of social justice. We then provide a detailed discussion about how inequitable exclusionary discipline practices across preschool programs have resulted in social injustices. The article concludes with recommendations for practitioners with a focus on the use of culturally responsive practices and the need for additional state and federal policies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501818 |
| Database: | ERIC |
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| Abstract: | Although there is extensive literature illustrating the short-term and long-term benefits of high-quality preschool programs, young children from racially and ethnically minoritized backgrounds, particularly young Black children, do not appear to be equal beneficiaries of the opportunities afforded to other children who participate in these programs. There are several systemic and compounding issues that negatively impact young children's ability to fully benefit from participating in a high-quality preschool program including inequitable exclusionary discipline practices. In this article, we provide a brief discussion of how the creation of certain early childhood education programs was an act of social justice. We then provide a detailed discussion about how inequitable exclusionary discipline practices across preschool programs have resulted in social injustices. The article concludes with recommendations for practitioners with a focus on the use of culturally responsive practices and the need for additional state and federal policies. |
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| ISSN: | 0040-5841 1543-0421 |
| DOI: | 10.1080/00405841.2025.2503306 |
