Key Issues in Early Childhood Education: Suspensions and Expulsions

Introduction

• Alarming rates of suspensions and expulsions among young children.
• Preschool children suspended 3x more than K-12 combined.
• In Illinois, 40% of childcare centers suspend infants and toddlers.
• African American children: 19% of preschool population but nearly 50% of suspensions.

Personal Anecdote

• The speaker experienced multiple suspensions for childlike curiosity-driven behaviors such as:
  • Digging a hole to see if China was on the other side (labeled "destructive").
  • Climbing for a birds-eye view after a unit on maps (labeled "incorrigible").
  • Disassembling dolls to understand body parts (labeled "demon").
  • Sneaking into boys' bathroom (labeled "sexually perverted").

Child and Adult Behaviors

• Children’s typical responses when upset: scream, cry, hit, etc.
• Adults have similar reactions but are expected to manage behavior better.
• Suspensions as "adult decisions" and behavior.

Rethinking Perspectives and Expectations

• Reimagining children's behaviors as potential positive attributes (e.g., future geologist or scientist).
• Adults should manage their own behaviors to effectively guide children.
• The impact of adult expectations on child behavior.
  • Example of Tayvon: eager to please but punished when not acknowledged.

Consequences of Suspensions

• Increased likelihood of entering juvenile justice system.
• Higher chances of school dropout and low achievement.
• Contribution to the preschool-to-prison pipeline.

The Importance of Positive Reinforcement

• Children rise to adult expectations.
• Focusing on positive behaviors leads to more of such behaviors.
• Key is adult self-awareness and understanding of their own triggers.

Building Strong Relationships with Children

• Understanding children's triggers and how adult behavior impacts children.
• Example of Raphael: frequent negative attention leads to negative learning environment.

Teaching Pro-social Behaviors

• Teaching behaviors like reading, writing, biking, but not behavior.
• Importance of intentionally teaching pro-social skills.
• Encouraging practice and positive reinforcement.

Solutions and Strategies

• Use of the Pyramid Model for social, emotional development.
• Disrupting the preschool-to-prison pipeline by focusing on adult behaviors and child tools.
• Looking for positive traits in every child to reduce suspensions.

Conclusion

• Adults have the power to change suspension trends.
• By focusing on positive behaviors and self-regulation, children can remain in school.
• Emphasis on keeping children in school by supporting their development and managing adult responses.