Journal article
How urban early childhood educators used positive guidance principles and improved teacher-child relationships: a social-emotional learning intervention study
Early child development and care, v 190(7), pp 971-990
18 May 2020
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Twenty-four early childhood educators in an urban city in the United States completed a social-emotional learning course as part of an intervention to explore how teachers learn to value and practice positive guidance principles. Affection between 124 teacher-child dyads was tracked weekly to measure change in teacher-child relationships. Phenomenological collaborative inquiry and inferential statistics were used. Findings: (1) positive relational principles (e.g. validate feelings; provide choices; demonstrate love, and others) succeeded in redirecting child behaviour, solving inter-personal conflicts and improving teacher-child relationships, (2) the extent to which teachers valued and became proficient using 8 principles significantly increased (avg. ES = .35), (3) teacher-child affection significantly increased by the end of the course (ES = .91-2.18). Providing competency-based coursework in social-emotional learning with ample opportunities for educators to practice positive guidance approaches can improve the extent to which loving relationships are experienced. Recommendations for practice, policy and research are shared.
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Details
- Title
- How urban early childhood educators used positive guidance principles and improved teacher-child relationships: a social-emotional learning intervention study
- Creators
- Michael J. Haslip - Drexel UniversityAyana Allen-Handy - Drexel UniversityLeona Donaldson - Drexel University
- Publication Details
- Early child development and care, v 190(7), pp 971-990
- Publisher
- Routledge
- Grant note
- Internal award / Drexel University School of Education
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Web of Science ID
- WOS:000540366600001
- Scopus ID
- 2-s2.0-85052130104
- Other Identifier
- 991019168313404721
UN Sustainable Development Goals (SDGs)
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InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Web of Science research areas
- Education & Educational Research
- Psychology, Developmental