Discipline Policies in Early Childhood Care and Education Programs: Building an Infrastructure for Social and Academic Success |
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| Authors: | Sascha Longstreth Sharon Brady Adam Kay |
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| Institution: | 1. Child and Family Development, San Diego State University skay@mail.sdsu.edu;3. Program Manager, Arizona Chapter of the American Academy of Pediatrics;4. Visiting Professor, Department of Education at Dartmouth College |
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| Abstract: | Research Findings: Preventing challenging behavior in young children is a national priority. The number of young children with behavioral problems is on the rise. Discipline policies can help early childhood programs build an infrastructure that promotes social and academic success. This study sought to document the extent to which existing early childhood program discipline policies implement the essential features for developing high-quality, system-wide (viz., program- and school-wide) discipline policies. Using the Early Childhood Discipline Policy Essentials Checklist, investigators assessed the quality of 65 discipline policies from state-licensed early childhood care and education programs. Practice or Policy: Results revealed that early childhood program discipline policies, for the most part, fail to sufficiently address those essential features known to contribute to reducing challenging behavior and promoting prosocial behavior in young children. |
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