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{"title":"Stopping Suspension in Early Childhood: Suggestions and Strategies","authors":"Courtney E. O’Grady, Erin M. Jackle, M. Ostrosky","doi":"10.1177/10962506211068069","DOIUrl":null,"url":null,"abstract":"157 Vol. 26, No. 3, September 2023 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211068069 DOI: 10.1177/10962506211068069 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Anthony is an energetic boy who is happiest building with blocks or showing off his dance moves. He loves to compete with his friends on the playground to see who can run the fastest or swing the highest. Melissa, a preschool teacher in an inclusive half-day program, is frustrated that Anthony does not listen to directions and frequently tells her “No,” especially when asked to participate in large group. Every year it seems she has at least one child whose behavior she finds persistently challenging, and this year she increasingly feels there is rarely a time throughout the morning when Anthony’s behavior meets her expectations. Recently, after Anthony hit another child twice during morning meeting, Melissa called his grandfather to pick him up early. She did not know what else to do and thought that going home might help Anthony learn that he cannot hit the other children. Unfortunately, Melissa’s experience with Anthony is a common occurrence in countless early childhood programs. Many early educators struggle with how to address challenging behaviors that they feel are persistent, and in fact, challenging behavior is identified as teachers’ most pressing training need (Stormont & Young-Walker, 2017). Feeling unprepared to prevent and intervene on challenging behavior 1068069 YECXXX10.1177/10962506211068069YOUNG EXCEPTIONAL CHILDREN Vol. X, No. X, Month XXXXShort Title / O’Grady et al. research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"26 1","pages":"157 - 169"},"PeriodicalIF":0.0000,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Young Exceptional Children","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/10962506211068069","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
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停止幼儿期停学:建议与策略
157 Vol. 26, No. 3, 2023年9月YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211068069 DOI: 10.1177/10962506211068069 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2021 Division for Early Childhood Anthony是一个精力充沛的男孩,他最喜欢用积木或展示他的舞蹈动作。他喜欢和他的朋友在操场上比赛,看谁跑得最快或秋千荡得最高。梅利莎(Melissa)是一名幼儿园老师,在一个包容性的半日课程中工作。她对安东尼不听指示感到沮丧,经常对她说“不”,尤其是当她被要求参加一个大团体的时候。似乎每年她都至少有一个孩子,她发现他的行为一直具有挑战性,而今年她越来越觉得,整个早上,安东尼的行为几乎没有达到她的期望。最近,安东尼在早会上两次打了另一个孩子,梅丽莎打电话给他的祖父,让他早点去接他。她不知道还能做什么,她想回家也许能让安东尼明白他不能打其他孩子。不幸的是,梅丽莎和安东尼的经历在无数早期儿童项目中很常见。许多早期教育工作者都在努力解决他们认为持续存在的具有挑战性的行为,事实上,具有挑战性的行为被认为是教师最迫切的培训需求(Stormont & Young-Walker, 2017)。感觉没有准备好预防和干预具有挑战性的行为1068069 yeecxxx10.1177 /10962506211068069 young EXCEPTIONAL CHILDREN Vol. X, No。短标题/ O 'Grady et al. research-article2021
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