Gryphon House, Inc. announces Effective Discipline Policies: How to Create a System that Supports Young Children’s Social-Emotional Competence, offering research-backed advice and an easy-to-use check list to develop high-quality behavior guidance policies that help manage challenging behaviors and create a nurturing learning community.
Ideal for early childhood administrators, elementary principals with pre-K classrooms, teachers, and policymakers, this book will help educators evaluate and improve discipline policies and craft developmentally appropriate, consistent, effective behavioral guidance to benefit all members of the learning community: teachers, students and families. It provides practical tools to translate policy into practice.
Preschool suspension and expulsion threaten early childhood learning. The National Survey of Children’s Health (2016) found approximately 50,000 preschoolers were suspended at least once. Further, a 2014 U.S. Department of Education Office for Civil Rights report shows that young boys of color and children with disabilities are suspended and expelled for behavioral challenges three to four times as often as other children.
Authors Sascha Longstreth, PhD, and Sarah Garrity, EdD, offer a solution to this growing problem.
“Challenging behaviors can derail an early childhood classroom, but punishment and exclusion aren’t the answer,” said Longstreth. “This book explains how to create policies that support and instruct young children to help them learn how to interact positively with their peers and adults.”
About the Authors
Sascha Longstreth, PhD, is chair and associate professor in the Department of Child and Family Development at San Diego State University. She trains early childhood educators on topics related to infant and early childhood mental health.
Sarah Garrity, EdD, is an associate professor in the Department of Child and Family Development at San Diego State University. She researches early childhood workforce development, educational leadership, and the sociocultural and linguistic contexts of teaching and learning.