幼儿环境中开除的意外后果:看护人的观点

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-09-19 DOI:10.1007/s10643-024-01756-z
Courtney O’Grady, Mia Chudzik, Catherine Corr, Lynn Burdick, Brandie Bentley, Jiye Kim
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引用次数: 0

摘要

近二十年来,儿童早期被驱逐的情况时有发生,有色人种儿童、残疾儿童和经历过心理创伤的儿童被驱逐的情况也不尽相同。虽然有关早期驱逐事件的持久影响的经验数据不断涌现,但很少有研究明确关注驱逐事件如何影响照顾者(包括任何认为自己是经历过驱逐事件的幼儿的主要照顾者的成年人,如母亲、父亲、祖父母和养父母)。这项研究的目的是考察曾被幼儿机构开除的幼儿的看护人的经历。我们采用半结构化访谈的方式,记录了照顾者在被开除前后的经历(26 人)。我们采用多步骤协作分析流程,使用主题和恒定比较方法对访谈数据进行分析。最初,大多数看护人都表示与子女所在的早期教育机构有积极的联系。然而,尽管一开始是积极的,但与工作人员的关系却恶化了,最终他们的孩子被开除了。在大多数事件中,看护人对这些开除行为感到措手不及,并对其家庭产生了持久的负面影响。本文讨论了对研究和政策的影响。
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The Unintended Consequences of Expulsion in Early Childhood Settings: Caregivers’ Perspectives

The prevalence of early childhood expulsion has been documented for close to two decades, with known disparities for children of color, children with disabilities, and children who have experienced trauma. While empirical data on the lasting impact of early expulsion events continues to emerge, there has been little research focused explicitly on how expulsion impacts caregivers (inclusive of any adult that sees themselves in a primary caretaker role for a young child that had experienced expulsion, such as mothers, fathers, grandparents, and foster parents). The purpose of this research study was to examine the experiences of caregivers of young children who experienced expulsion from an early childhood setting. We used a semi-structured interview to capture caregivers’ experiences pre and post expulsion (N = 26). We used a multi-step, collaborative analysis process to analyze the interview data using thematic and constant comparative methods. Initially, most caregivers reported a positive association with their children’s early education setting. However, despite a positive start, relationships with staff deteriorated, and eventually their children were expelled. In most incidents, caregivers described feeling caught off guard by these expulsions, with lasting negative impact for their family. Implications for research and policy are discussed.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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