From exclusion to equity
Transforming behavior guidance in early childhood education
Bibliographic Data
| ID | 21718558 |
|---|---|
| Authors | Sascha Longstreth (0009-0004-4869-7019, San Diego State University, corresponding author), Sarah Garrity (0000-0002-1585-0687, San Diego State University) |
| Year | 2025 |
| Publication date | 2025-10-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Contemporary Issues in Early Childhood (JOURNAL) |
| Journal identifiers | ISSN: 1463-9491 • E-ISSN: 1463-9491 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14639491251379500 |
| OpenAlex | W4415065362 |
| Language | EN |
| References cited | 9 |
Exclusionary discipline practices in early childhood education disproportionately affect Black children and children with disabilities, raising urgent equity concerns. This brief summarizes key findings from Longstreth et al., who argue that behavior guidance policies must be reframed through a developmental, instructional, and equity-centered lens. Drawing on the Teaching and Guidance Policy Essentials Checklist (TAGPEC), the authors outline a roadmap for replacing punitive approaches with inclusive, evidence-based practices. This brief highlights the importance of early childhood education leadership, professional development, and data-informed reflection in creating supportive environments for all children
Child development · Childhood education · Developmentally Appropriate Practice · Early childhood · Early childhood education · Punitive damages · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education
The Effects of Family-School Partnership Interventions on Academic and Social-Emotional Functioning
Reflective Supervision/Consultation and Early Childhood Professionals’ Well-Being
A meta-analysis of the effectiveness of coaching and the contribution of coaching processes to learning outcomes for early childhood teachers and children
| Highly cited | No |
|---|