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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.
Authors: Albritton, Kizzy, Cruz, Kenia, Burley, Erica
Source: Theory Into Practice. Summer2025, Vol. 64 Issue 3, p355-368. 14p.
Subjects: Preschool education, School discipline, Educational quality, Children of minorities, Social injustice
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. [ABSTRACT FROM AUTHOR]
Copyright of Theory Into Practice 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: Psychology and Behavioral Sciences Collection
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  Data: From surviving to thriving: Increasing equitable discipline outcomes in preschool settings.
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  Data: <searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br /><searchLink fieldCode="DE" term="%22School+discipline%22">School discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+quality%22">Educational quality</searchLink><br /><searchLink fieldCode="DE" term="%22Children+of+minorities%22">Children of minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+injustice%22">Social injustice</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Theory Into Practice 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.)
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        Value: 10.1080/00405841.2025.2503306
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        Text: English
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      – SubjectFull: Preschool education
        Type: general
      – SubjectFull: School discipline
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      – SubjectFull: Educational quality
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      – SubjectFull: Children of minorities
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      – TitleFull: From surviving to thriving: Increasing equitable discipline outcomes in preschool settings.
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              Text: Summer2025
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