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Early Childhood Center Research Paper

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Recommended: Development during early childhood period

Running head: EXPULSION AND SUSPENSION IN EARLY CHILDHOOD CENTERS EXPULSION AND SUSPENSION IN EARLY CHILDHOOD CENTERS EXPULSION AND SUSPENSION IN EARLY CHILDHOOD CENTERS Expulsion and Suspension in Early Childhood Centers ECH 6783: Leadership Debra K. Barlowe Arkansas State University Expulsion and Suspension in Early Childhood Centers Section A Advocacy Statement The racial disparity regarding expulsion and suspension of brown and black children in Prek-12 continues to remain an issue on the national level. More recently attention has focused on the expulsion and suspension of brown and black preschoolers in early childhood centers. Therefore, I am advocating …show more content…

As a professional organization committed to the welfare and well-being of young children in early childhood centers. According the NAEYC Code of Ethics Conduct, there are “guidelines for responsible behavior that sets forth a common basis for resolving the principal ethical dilemmas encountered in early childhood care and …show more content…

Zeanah et al. (2015) identify “the underlying causes of impulsive, hyperactive and aggressive behavior in young children may be overlooked, misunderstood or inadequately explored.” The preschool population of state and federal funded early childhood learning centers is culturally and socioeconomically diverse, i.e. ESL, low income, etc. In some instances, the cultural and social norm of the staff may not be culturally responsive to the social, emotional, or mental behaviors. Price & Steed (2016) reminds us: “some children in urban communities’ experience conditions that contribute to risk factors for social and emotional delays. Consequently, children of poverty are more at risk than those children in families whose earnings are 200 percent or more above the federal poverty line.” Overall, the necessity of addressing the issues of expulsion and suspension is essential to the child’s early developmental phase. Zeanah et al. (2015) state: “if a national policy to address expulsion and suspension is going to be successful, however, it must provide systemic support for strong, positive social-mental-emotional growth starting at infancy, as well as early

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The NAEYC Code of Ethical Practices has been created to ensure that all teachers, staff and even the community will keep your child’s best interest in mind. The first core value stated in the NAEYC is “Appreciate childhood as a unique and valuable

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A lack of quality education is common in impoverished areas such as Baltimore, but with more funding, it is possible to provide a safe learning environment for a child. Education is a key factor in a child’s life; with more education, “the more their lives are going to be improved” (“Education Breaks Cycle”). While there is a general idea that education can only influence one thing—the knowledge a child has—it can also aid in supporting a child emotionally. One way that a child’s life can be improved by education is through support: “Schools also offer children support in the form of teachers and staff who have mandatory reporting requirements that can help alert officials to cases of abuse and neglect” (“Education Breaks Cycle"). Allowing children to seek out a figure to help them out opens a pathway to breaking the cycle by gaining better role models and allowing children to have the support they need while growing up.

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In an early years setting their a variety of different children that have certain needs that need to be met in order for them to be healthy, safe, secure and welcomed into the setting. Therefore if a child had a problem which led to them being in need of a wheelchair constantly while in the setting. Then their needs would have to be met in a variety of ways for example someone needing to push the child to get around the nursery correctly, having support to complete tasks, someone holding the doors open to allow the child to join in outdoor activities and finally helping the child to get ready into the correct wear for example if they need a coat on to go outside. Although when doing activities for example outdoor play and learning how to catch and throw the ball over the parachute.

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NAEYC Code of Ethical Conduct and Statement of Commitment (Appendix A) The administrators role in implementing Section I: Ethical Responsibilities to Children, is by ensuring that each child is in a safe and healthy environment, where each child’s needs are met. An ideal important from this section is 1-1.9, which states that each child whether disabled or not, has the same support services to succeed. This is important in the field of early childhood education, because each child has the right to learn, and succeed. It is a law that no child is left behind, and can receive the appropriate tools necessary to reach their full potential, whether disabled or not.

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1212 Words | 5 Pages

America is the so called “melting pot” of the world because it encompasses the diversity of ethnic backgrounds, religious beliefs, and traditional values. The American Dream is defined by equal rights, racial justice and the freedom to succeed through a variety of opportunities with the support of education as a imperative structure. Sadly, due to the mistreatment and isolation for many years, African Americans were prompted to fight for the unity of school systems. Many heroic leaders endlessly advocated to bring cultures together and create an integrated school system with the belief all children will go to school amongst each other no matter their skin color. In Brown v. Board of Education, the court’s decision ended with bringing together schools and integrating them to become equal.

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In the 1980s we began to see the implications of puntive policies in both the criminal justice system and the public education system. One policy that is a major contributor to the pipeline is the zero tolerance policy, which was built of previous policies such as the Gun Free School Act and War on Drugs (Advancement Project , 2010). Bringing us to current day where the reality for American children is growing up in a society that has the highest incarceration rates, where children, especially those of minority are more likelty to be sitting in a prison cell than a college dorm (Lamarche,

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Kindergarten a class for young children, usually between the ages of four and six to prepare them for primary education also know as a garden of children. (dictionary.reference.com) We were all there at one point, some of us were more prepared than others. Head Start programs are so important to children because it gives them an advance on what they will need learn.

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Youth of color specifically are at an increased risk of being suspended at an extended time out of schools. Consequently, they are casted into the streets, which ultimately sends them into juvenile detentions or into prison. The problem of racial and ethnic disproportionality in the discipline of schools is not new issue. In 1974, in one of the earliest investigations of disciplinary policies and practices, “the Children’s Defense Fund revealed that suspension rates for African American students were between two and three times higher than those for white students”( Thomas Rudd February 05, 2015) Ongoing research are still showing that in many places, this problem have worsened significantly.

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1517 Words | 7 Pages

Fuller and Strath (2001) conducted a quantitative research study that examined local populations of early education organizations based on the 1990 household census data to report features of the early childhood workforce nationwide. Multiple economic and regulatory forces shaped the population of early education organizations that operated within states and local communities. The median center-based teacher was 34 years of age, reported having completed some college, and was married. The median family childcare home provider had a high school diploma. Fifteen percent of all preschool teachers in urban areas were African American and 8% were Latina.

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4309 Words | 18 Pages

When fathers are not around to share the child care or provide financially, the full responsibility falls on the mother, increasing the overwhelming demands of this obligation (Youngblut, Brady, Brooten, & Thomas, 2000). Smith, Oliver, and Innocenti (2001) found that low levels of social support are associated with high levels of parenting stress, increased anger towards the children, and increased psychological distress or depression, all of which adversely affect parenting. Waldfogel, Craigie, and Brooks-Gunn (2010) concluded that consistent parenting quality, such as sensitivity and responsiveness, are lower in low-income mothers because of the mismatch between the multiple demands and access to fewer resources. The inability to provide the sensitivity and responsiveness has a direct effect on children?s healthy development. In particular, low-income African American mothers are often less responsive, engage in fewer teaching opportunities with their children during the day, and are more likely to engage in physical punishment as opposed to inductive reasoning (Bradley, Corwyn, McAdoo, & Garcia Coll,

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During this developmental interview, I chose to conduct an observation/interview study with my one of my cousin’s child. This child is a 4 year old girl and will be identified as “child K” in relation to her first name. Her parents had no problem letting me interview her, but I had them stay in the same room as us. The purpose of this interview was to observe the child’s physical, cognitive, and socioemotional development. I observed her behavior and gave her several tests to show how well she has progressed.

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The study included a group of one hundred and twenty-four preschoolers, kindergarteners, as well as first and second graders. The race and ethnicities of the children that were selected for the

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The Open University of Hong Kong Li Ka Shing Institute of Professional and Continuing Education PTD38 Higher Diploma in Early Childhood Education (2014-2015) ASSIGNMENT 1 MY PHILOSOPHY OF EDUCATION Student Number: 11396646 Student: CHENG KA YIU, YOYO Class: U09A Course Code: EDU4017EP Course Title: Introduction to Early Childhood Education Instructor: Ms. Hailey Chan Programme Leader: Dr. Eunice Yim Submission Date: 14 November 2014

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Understanding the risk and protective factors of child delinquency is imperative in order to create and implement treatment and intervention programs. Because children’s behavior develops during the first five years, it is important to know what risk and protective factors could increase the likelihood of a child becoming a child offender (Wasserman et al., 2003). Moreover, overcoming the risk factors would help prevent the child offender from becoming a juvenile, and later, adult offender. As Wasserman et al (2003) stated, “risk factors for child delinquency operate in several domains: the individual child, the child’s family, the child’s peer group, the child’s school, the child’s neighborhood, and the media” (pg.1). As one can see, children are exposed to risk in partially every aspect of their lives.

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An unannounced follow up inspection was conducted on 11/17/2015. I arrived at the operation which is located at 1408 N. Edwards Ave, Mt Pleasant about 3:33 pm. I was greeted by Ashley Earl the director I then explained the purpose of my inspection. I prepared for the inspection by reviewing the frequency of inspections made, observing the operations, compliance history, the operations fee history, background check list and controlling person list, etc.

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