The goal of the PTAN Child Care Inclusion Project is to support child care teachers and directors so that they can successfully include children who have challenging behaviors and/or other special needs thus reducing the need to suspend or expel a child and family from their child care program.
PTAN services are FREE thanks to grant funding from the Child Development Bureau at the NH Department of Health and Human Services. Skilled and knowledgeable PTAN consultants provide telephone and onsite consultation depending upon the intensity of need. Services continue until program staff feel confident in their abilities to maintain the child in their program and promote his or her successful inclusion in program activities.
To request assistance NH child care teachers and directors can call the PTAN Helpline at 1-888-584-8200.
PTAN Child Care Expulsion Survey
In February 2011 PTAN surveyed a randomly selected group of NH child care Directors and Teachers to better understand the ‘who’, ‘what’ and ‘why’ of child care expulsions in NH. The project collaborated with Michael Kalinowski, Ed.D, University of NH and an advisory committee that included child care teachers, administrators, Child Care Resource and Referral Coordinators, State Administrators and preschool special education coordinators. Dr. Kalinowski managed the construction and dissemination of the survey and conducted the data analysis.
Dr. Kalinowski’s report,Children with Challenging Behaviors: Survey Results from Administrators and Teachers in Licensed Early Childhood Programs in NH describes the purpose, process and findings. A summary report of the findings and implications was written by PTAN Project Director, Joan M. Izen.
Preventing Child Care Expulsion Resources:
Reducing Suspension and Expulsion Practices in Early Childhood Settings
Recent data indicate that expulsions and suspensions regularly occur in preschool settings. This is a problematic issue given the well-established research indicating that these practices can influence a number of adverse outcomes across development, health, and education. In addition, stark racial and gender disparities exist in these practices, with young boys of color being suspended and expelled at much higher rates than other children in early learning programs. The Administration for Children and Families provides links to a number of free, publicly available resources to aid states in their efforts to prevent, limit and ultimately eliminate expulsion and suspension practices in early learning settings at http://www.acf.hhs.gov/programs/ecd/child-health-development/reducing-suspension-and-expulsion-practices
US DHHS and US DOE Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings (released 12/10/14)
At the White House Summit on Early Education, Secretaries Burwell and Duncan announced the release of a policy statement on expulsion and suspension practices in early learning settings. Exclusionary discipline practices occur at high rates in early learning settings, and at even higher rates for young boys of color. The effort, part of President Obama’s My Brother’s Keeper initiative, encourages states, early childhood programs, and families to partner in preventing, reducing, and eventually eliminating the expulsion and suspension of young children from early learning programs. As part of this commitment, Secretary Burwell announced that HHS will dedicate $4 million toward early childhood mental health consultation services to prevent this troubling practice and to help all children thrive in early learning settings.
Four Pieces Address Expulsion and Suspension Practices in Early Learning Settings
Preschool expulsions occur at a significantly higher rate than that of grades K-12 and are greatly disproportionate to young boys of color. Part of President Obama’s “My Brother’s Keeper Initiative” encourages states, early childhood programs, and families to partner in preventing, reducing, and eventually eliminating the expulsion and suspension of young children from early learning programs. Recently, the U.S. Department of Health and Human Services’ Administration for Children and Families (ACF) worked with the American Psychological Association (APA) who highlighted this issue by hosting the following four pieces on Psychology Benefits Society, a blog from the APA Public Interest Directorate:
- What Could Make Less Sense than Expelling a Preschooler? (December 13, 2014) Walter S. Gilliam, Director, The Edward Zigler Center in Child Development and Social Policy, Yale University
- Equity and Excellence in the Earliest Years: Action on Expulsion and Suspension in Early Childhood Settings (December 16, 2014) Shantel Meek, Policy Advisor for Early Childhood Development, Administration for Children and Families
- Can Preschool Expulsion Be Prevented? A Growing Body of Research Says Yes! (December 23, 2014) Deborah F. Perry, Associate Professor, Georgetown University Center for Child and Human Development
- Practice to Policy: How Louisiana Revamped Its Approach to Preschool (January 8, 2015) Sherryl Heller, Associate Professor, Tulane University School of Medicine and Allison Boothe, Assistant Professor, Tulane University School of Medicine
Specific Tips for Communicating Concerns with Parents
Suggestions for talking to parents about your concerns for a child’s development from the Cooperative Extension website
Expelled from Preschool: Why shutting out 3- and 4-year olds with challenging behavior isn’t working. By Deirdre Wilson
This article published in the BostonParents Paper explains why expelling children from early childhood programs doesn’t work for the child, the family or the program.Expelled from Preschool | Boston Parents Paper