Young children (birth to age 5) are more likely to be expelled or suspended than school-aged children, but we know comparatively little about the precursors to and prevention of exclusion in early childhood settings. Furthermore, what research has been conducted has not been systematically synthesized to inform policy and funding decisions. The present review seeks to determine how early childhood exclusion is defined and assessed in the academic literature. Studies measuring early childhood suspension or expulsion were systematically gathered and coded for study characteristics, definitions, and measures of exclusionary discipline and disparity, and factors associated with exclusion rates. Results (n = 20) show an accelerating pace of inquiry that attends to multiple levels of the ecological system (children, teachers, and programs) across diverse settings (home-, center-, and school-based care). Additional research that draws on data spanning multiple types of early care and education settings is needed to inform legislation and intervention funding decisions.

幼儿（出生至 5 岁）比学龄儿童更容易被开除或停学，但我们对幼儿环境中排斥的前兆和预防措施知之甚少。此外，尚未对已进行的研究进行系统综合，从而为政策和资助决策提供信息。本综述旨在确定学术文献中如何定义和评估儿童早期排斥。系统地收集测量儿童早期停学或开除的研究，并根据研究特征、定义和排他性纪律和差异的措施以及与排他率相关的因素进行编码。结果 (n = 20) 显示了对生态系统多个层面（儿童、教师、和计划）跨不同的环境（家庭、中心和学校护理）。需要利用跨越多种早期护理和教育环境的数据进行额外研究，为立法和干预资助决策提供信息。