All, the diverse viewpoints shared in this thread reveal how complicated this topic of EXPULSION can be.
My suggestion is to take a step back and consider this topic from a broader perspective. This may make the solution much simpler than we think.
First, consider the huge
diversity of professionals working in the field of Early Childhood, as well as the
diverse programs that are serving the families of our communities; Some are licensed home providers serving a program that targets working families. Some are preschool programs where children age 3 thru 5 are given early education 2-3 mornings per week. Some of us serve private programs, or faith-based programs, or non-profit programs, or government programs. Some are part of a public school; others are part of a home. Some of us serve in research-based university lab schools. Others serve in Mom-and-Me toddler programs that meet once a week. Some of us are specialists in speech therapy, occupational therapy, child psychology, or special education. Some of us are great "moms", filling a need for our neighbor. The goals of the programs vary greatly, as do the needs of those being served in such programs.
Also consider the
communities in which these various programs serve. Some are urban, offering loads of resources and choices for families. Others are more rural, with limited resources and choices. Services also vary greatly from state to state.
To further complicate this issue, consider how EXPULSION, in some cases may be due to
other reasons than behavioral. In some cases, the parents may not be paying their tuition bill or the parent is chronically late in picking up the child from the program or other such inappropriate or irresponsible behaviors on the part of the adult.
There are also a multitude of issues that play in to a child's behavior, (or mis-behavior). I agree with Jack that many
behaviors have been learned, and can, with much expertise and skill, be resolved over time. However, there are some behaviors that have their roots in a child's DNA that are
not learned, but associated with related disabilities, such as autism, ADHD, or fetal alcohol syndrome, just to name a few. In my experience, I believe it is possible that most disruptive behaviors can be managed and improved upon with the correct approaches, but to say that "all can be resolved", I believe, is overly optimistic.
During the course of a career, most early childhood professionals will at some time face a problem in which expulsion is being considered for the solution. We have an ethical responsibility to consider this decision carefully. We should ask ourselves:
In this situation do we have the knowledge, skill, resources, and support to serve this child/family? Can we access what is necessary to continue to serve this child? Can we do so without sacrificing the well-being of classmates? OR would this child be better served in another program? I can understand why a "no expulsion" policy would exist for Headstart or public school programs. However, not every program or provider may have the expertise to address a child's extreme misbehavior. Should that disqualify that program from serving families with typically developing children? If we did so, where would that leave us? I would suggest that our country would have an immediate shortage of programs to serve our communities. Doesn't it make more sense to refer such needy children to those who have the resources to make a positive difference?
And lastly, there may come a time when lack of support from the parent is the culprit tying your hands from addressing the child's extreme misbehavior. Every effort should be made to bridge this gap. However, sometimes expulsion from a program is precisely the impetus a parent needs to acknowledge a problem, address it, and actually help the child. This should only be a "last ditch" resolution, and the decision must be made in the
best interest of the child AND his/her peers. I would like to summarize with a saying that I learned years ago:
DO NO HARM Don't quit on a child just because the going gets tough. Learn and apply the skills that are needed to help the child. But at the same time, know when you are in over your head. Don't be afraid to make a referral, and do so without guilt.
In the end, a
DO NO HARM policy might be a more ethical solution for the broader early childhood community than
NO EXPULSION.------------------------------
Elizabeth Werner
Blessed Beginnings
Cody WY
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Original Message:
Sent: 02-25-2019 04:32 PM
From: Stephen Karmol
Subject: EXPULSION
Yes, it is shocking: preschool students are expelled at three times the rate of K-12 students.
Here's a great article that describes the consultation approach (home visits, working directly with parents and families) utilized in Connecticut to great success.
A couple of other specific strategies include eliminating zero tolerance discipline policies (I have done trainings for administrators on this topic in the past, if you're interested in learning more) and implicit bias training for your teachers and staff members. If you're not familiar with implicit bias, here's a great place to start learning more: "20 judgments a teacher makes in 1 minute and 28 seconds."
-Stephen
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Stephen Karmol
Executive Director
Wild Lilac CDC
Portland OR
Original Message:
Sent: 02-25-2019 12:17 AM
From: Patrice Carlisle
Subject: EXPULSION
I had no idea so many children where being expelled from preschool and I am a Director! I am shocked and angered by the astonishing statistic.
I would like more information and suggestions to break the cycle of "preschool to prison".
Heartbreaking
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Patrice Carlisle
Director
Ms
Sugarloaf CA
Original Message:
Sent: 02-24-2019 10:37 AM
From: Stephen Karmol
Subject: EXPULSION
"Every year 50,000 preschoolers are suspended from public preschool programs. This does not consider all of the preschool students that are suspended from private programs. These children represent the very beginning of the school-to-prison-pipeline. African-Americans boys and girls face overrepresentation in suspension and expulsion in preschool. " -Disrupt the Preschool to Prison Pipeline
It sounds like Connecticut has an enlightened statewide approach I'd like to learn more about; suspension and expulsion is one of the most important social justice issues in early childhood education nationwide.
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Stephen Karmol
Executive Director
Wild Lilac CDC
Portland OR
Original Message:
Sent: 02-22-2019 03:22 PM
From: Karin King
Subject: EXPULSION
Stephen, nothing re: expulsion in the Rules and Regs. The discussion "morphed" into the topic of babysitting. I wanted to address that topic.
In my experience most of the programs here in CT do not use "expulsion" . Programs utilize their network of consultants (required) to find a solution that is best for the child, family and classmates. This could mean, special services for the child or assistance in finding an environment that would provide the best possible services if need be. Many of the school districts (in CT it is town by town) also offer services to assist the independent Early Childhood Programs. In my own experience as a consultant I have found that an observation and letter to concerned parents that comes from me (even if I say exactly what the teachers/directors say) can be very reassuring.
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Karin King
Education Consultant
Trumbull CT
Original Message:
Sent: 02-22-2019 01:50 PM
From: Stephen Karmol
Subject: EXPULSION
Hi Karin, I'm wondering: What is the relationship between licensing guidelines and the discussion around expulsion in early childhood? Does the state of Connecticut have licensing guidelines or regulations around early childhood suspension or expulsion, or just broader guidelines about discipline/guidance?
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Stephen Karmol
Executive Director
Wild Lilac CDC
Portland OR
Original Message:
Sent: 02-22-2019 01:38 PM
From: Karin King
Subject: EXPULSION
Hello Jack and Stephen. Both of your comments make it even more clear to me that the fact that all States have different "Rules and Regs". This needs to be addressed. I Consult in Connecticut and we have very comprehensive, clear and numerous (LOL) regulations regarding Early Childhood programs. I venture to say that my State moved away (stringent rules/regs) from the "babysitting" model years ago. Ratio's, group size, teacher education requirements, use of consultants, curriculum are clearly outlined by the State Department of Early Childhood. Inspections (even at the "Family Child Care -6 children or less) are frequent and thorough. It is not uncommon for an inspector to spend several hours visiting a program. Being "out of compliance" must be corrected within a short time and re-inspection happens in a timely manner. If a program does not meet the standards, it is shut down...period.
My point is, as an Early Childhood community, we should, perhaps, take a look at how States with the, for lack of a better word, best ECE Programs operate and attempt to bring all other States up to the highest standards. The "babysitting" issue might end.
Just saying....
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Karin King
Education Consultant
Trumbull CT
Original Message:
Sent: 02-22-2019 12:33 PM
From: Stephen Karmol
Subject: EXPULSION
Hello Jack, I appreciate your passion. If you're inviting conversation, I encourage you to pose questions. Even your original post read like a tiny polemic. Candidly, what are you hoping to discuss in the context of this thread about expulsion?
Take care,
Stephen
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Stephen Karmol
Executive Director
Wild Lilac CDC
Portland OR
Original Message:
Sent: 02-22-2019 12:07 PM
From: Jack Wright
Subject: EXPULSION
I need to express a troubling opinion. The questions and responses in this Hello site regarding impulsive negative behaviors-basically aggression and refusals-worry me that we still have a long way to go before early childhood education programs are consistently more than babysitting. Excellent babysitting protects children from dangers, and sees that they have appropriate nutrition and sleep, even exercise, but it doesn't prepare children for a successful life.
A successful life requires that children learn to pay attention to the consequences of their behaviors in order to regulate their emotions and impulsivity, and to use these learnings to develop dynamic social skills the rest of their lives. I want to note that training attention includes the development of curiosity, which facilitates formal education the rest of a person's life.
What I think has happened that leads to me feeling that too many programs are still babysitting is that programs may have fallen behind regarding child development education. Our understanding of child development is far more than normative information now-what to expect at certain ages. It is now about brain science, how children learn.
I want to be clear, excellent babysitting is far better than ignoring the needs of children, but we can do so much more for children if we update our skills with this neurobiological information. I'm not blaming anyone. I'm proud of the concern for young children that I see on this site. I'm asking for conversation.
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Jack Wright
Child Development Consultant
Success With Children
St Ignatius MT
Original Message:
Sent: 02-21-2019 09:28 AM
From: Ida Gatfield
Subject: EXPULSION
Yes Karin!
Bev Bos once said "We shouldn't be getting kids ready for school, we should be getting school ready for kids". I agree with this. I think those of us in this conversation would all agree. My question is this, how do we prepare people working with children to work with children through challenges? This is my conundrum. I have staff that graduate from high school and come work here. I want everyone to be confident in their ability to teach, and learn from children. I have the luxury of having a mental health program available that can hold training for staff, and also works with children, though I do see adults that give up when the work gets challenging. I have worked with a few families in the course of twenty years to ensure their children's needs are met through other programming when I do not have adults that are capable of the work needed. In those cases, I still maintain a relationship with the family and child which is easy to do in our small town.
In the few instances my program could not meet a child's needs, I struggled with my own ego and the concept of failing a child. I finally had to realize I was failing the child more by subjecting them to adults that were not equipped to meet their needs. This is not the same as expelling children for not adapting to a developmentally INappropriate environment, requiring children to restrain themselves from being children, or having expectations that children must sit for activities that they are not interested in. I hope we can find a way to prepare people for the wonderful world of ALL children, not just the ones we find easy to fit an inappropriate mold.
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Ida Gatfield
Cardinal Kids' Club
Redwood Falls MN
Original Message:
Sent: 02-20-2019 04:24 PM
From: Karin King
Subject: EXPULSION
Good! No child should be expelled from school. Many years ago a very wise elementary school principle told parents "It isn't up to your child to meet the schools needs...It is up to the school to meet every child's needs". Pretty much says it all doesn't it.
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Karin King
Education Consultant
Trumbull CT
Original Message:
Sent: 02-19-2019 11:49 AM
From: Jack Wright
Subject: EXPULSION
Head Start and Early Head Start decided not to allow expulsion of children from their programs for any reason about, as I remember, four years ago. I believe they arrived at that decision because of brain research. Neurobiology has made it clear that negative behaviors are learned, and responses to fear. They are not a child's personality. A child's negative behaviors all too frequently lead to negative experiences that just further develop the freeze, fight, or flight responses of the brain. To get a child to start thinking about better behaviors they need to be calmed and made to feel safe. When children learn to think about the consequences of their behaviors, they are ready for a successful life. Children who have failed at preschool often experience tragic consequences.
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Jack Wright
Child Development Consultant
Success With Children
St Ignatius MT
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