This study explored the prevalence of expulsion in home-based child care (HBCC) settings using a nationally representative sample of HBCC providers from the National Survey of Early Care and Education. In addition to prevalence, enrollment and provider characteristics that predicted expulsion were examined. Although there is increasing awareness of the prevalence of early childhood suspension and expulsion in early care and education settings and the negative effects it has on children's development, few studies have included or focused on HBCC, where many children receive care. This study highlights that many home-based providers, especially listed providers, report that they expelled at least one child within the last year. Significant predictors of expulsion emerged, including enrollment characteristics such as caring for children with disabilities, enrolling more children, and caring for children unrelated to the provider. Provider characteristics, including years of experience, provider education, and provider age, also predicted provider report of expulsion. These results provide insight as to possible strategies that may be effective in reducing expulsion rates in this caregiving context. K E Y W O R D Schallenging behavior, early childhood education, expulsion, family child care, home-based child care RESUMENEste estudio exploró la prevalencia de expulsión en escenarios de cuidado infantil con base en el hogar usando una muestra nacionalmente representativa de proveedores de cuidado infantil con base en el hogar de la Encuesta Nacional de Cuidado y Educación Temprana. Además de la prevalencia, se examinaron el número de inscripciones y las características del proveedor que predecían la expulsión. A pesar de que aumenta el conocimiento acerca de la prevalencia de la suspensión y expulsión en la temprana niñez en escenarios de cuidado y educación temprana y de los efectos negativos que la misma tiene en el desarrollo de los niños, pocos estudios han incluido o se han enfocado en el cuidado infantil con base en el hogar, donde muchos niños reciben el cuidado. Este estudio subraya el hecho de que muchos proveedores con base en el hogar, especialmente proveedores que son parte de una lista, reportan que ellos expulsaron por lo menos un niño dentro del último año. Surgieron significativos factores de predicción de la expulsión, incluyendo características de la inscripción tales como el cuidar a niños con discapacidades, el inscribir a más niños y el cuidar a niños que no están relacionados con el proveedor. Las características del proveedor, incluyendo los años de experiencia, la educación del proveedor y la edad del proveedor, Infant Ment Health J. 2020;41:411-425.

Purpose Standards and policy changes in K-12 education have created the unintended consequence of reducing instructional time spent on social studies content. This limited time devoted to social studies presumably has led to more integrated social studies and literacy instruction. The purpose of this paper is to document the types of high-quality social studies children’s books found in classroom libraries across five states. Design/methodology/approach In the present mixed methods study, the researchers utilized a database of 60 classroom libraries across five states to identify which high-quality trade books, defined by the National Council for the Social Studies, were present. The researchers document trends in both frequencies of books and social studies content across decades, classrooms, grade levels and states from 1972 to 2015. Findings The findings indicate that National Council for the Social Studies (NCSS) Notable Trade Books for Young People texts are largely missing from the elementary classroom libraries the researchers sampled. Of the 5,544 unique titles included on the NCSS lists from 1972 to 2015, 453 were located in the US classroom libraries database, representing 8.17 percent of books found on the notable lists. Originality/value Before teachers can take steps toward integrating social studies and literacy, they need easy access to high-quality social studies texts. Many high-quality trade books are recommended each year for exposing students to social studies content; however, the researchers found limited numbers of these books in classroom libraries. The researchers recommend the lists be circulated to a wider audience to inform more teachers about these texts.

Objective This paper includes a mixed methods content analysis of a parenting Facebook group focused on COVID‐19. We analyze participants' posts to identify the types of support parents sought and gave. Background The COVID‐19 pandemic has resulted in increased parental stress and challenges related to children's development. Many families turned to social media as a source of information and social support. Method We analyzed 1,180 posts from a large, closed Facebook group focused on parenting during COVID‐19. We coded posts using a modified version of social support theory and supplemented this analysis with codes related to giving and receiving support, post format, and topic. Results Participants frequently offered informational support, typically reposting content from other sources. There were fewer instances of soliciting support, but these posts had significantly more comments. The most common topics discussed were parenting and child development, remote schooling support, literacy, and adult mental health. Conclusion Findings illustrate the benefits and challenges of online support communities for parents, especially those on social media platforms. Implications These results suggest areas where parents may need or want support during and after COVID‐19 and ways in which social media can serve as a form of parenting social support.