Suspension and expulsion, typically thought of as discipline practices for high school students, occur at the early childhood level. In fact, 3- and 4-year old children are suspended and expelled from school at a rate three times that of their teenage counterparts (Gilliam, Foundation for Child Development, 2005). In many states, legislation exists preventing the suspension and expulsion of our youngest learners; however, such legislation often does not apply to community (private) childcare programs that are not receiving federal or state funding. This study attempted to comprehensively assess the prevalence of suspension and expulsion practices in one state’s community childcare centers. It explored the characteristics of suspended/expelled students, childcare program demographics, and the reasons childcare centers cited for their chosen disciplinary actions. Data from 368 participants found that 199 individual children were suspended in a 12-month period and the most common reason cited for these suspensions was that the child was hurting others. In this timeframe, 196 individual children were expelled, also most often for hurting others. The majority of administrators reported that they did not have the resources to support a child displaying challenging behaviors. Finally, the authors discuss implications for program administrators, state legislation, and funding.

悬浮和开除通常被认为是高中生的纪律习惯，发生在儿童早期。实际上，3岁和4岁的孩子被停学和开除的速度是同龄孩子的三倍（Gilliam，儿童发展基金会，2005年）。在许多州，立法禁止我们最小的学习者被停学和开除。但是，此类立法通常不适用于未获得联邦或州资助的社区（私人）儿童保育计划。这项研究试图全面评估一个州的社区托儿中心的停学和驱逐行为的普遍性。它探讨了被停学/被开除的学生，育儿计划人口统计特征，以及托儿所选择其纪律处分的原因。来自368名参与者的数据发现，有199名儿童在12个月内被停职，而被列举的最普遍的原因是该孩子正在伤害他人。在此时间范围内，有196名个别儿童被驱逐出境，这也是最常伤害他人的情况。大多数管理员报告说，他们没有资源来支持表现出挑战性行为的孩子。最后，作者讨论了对计划管理者，州立法和资金的影响。也最常见的是伤害他人。大多数管理员报告说，他们没有资源来支持表现出挑战性行为的孩子。最后，作者讨论了对计划管理者，州立法和资金的影响。也最常见的是伤害他人。大多数管理员报告说，他们没有资源来支持表现出挑战性行为的孩子。最后，作者讨论了对计划管理者，州立法和资金的影响。