A Survey and Content Analysis of the Quality of Behavior Guidance Policies in Tennessee Early Childhood Programs.

This article examines the quality and content of behavior policies in 41 early childhood education (ECE) programs in Tennessee, focusing on how these policies address challenging behaviors and exclusionary discipline practices. Using the Teaching and Guidance Policy Essentials Checklist (TAGPEC), the study found that policies were generally low quality, lacking in family engagement, staff training, and data use, while frequently employing euphemisms for exclusion and endorsing soft exclusion or zero-tolerance/three strikes policies. Despite program leaders' confidence that staff knew the policies, no formal staff training was reported, and communication with families was often limited or reactive. The findings highlight a need for enhanced support and guidance to improve the development, communication, and implementation of equitable, developmentally appropriate behavior policies to reduce exclusionary discipline in early childhood settings.