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Autor/inn/en | Haslip, Michael J.; Allen-Handy, Ayana; Donaldson, Leona |
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Titel | How Urban Early Childhood Educators Used Positive Guidance Principles and Improved Teacher-Child Relationships: A Social-Emotional Learning Intervention Study |
Quelle | In: Early Child Development and Care, 190 (2020) 7, S.971-990 (20 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Haslip, Michael J.) ORCID (Allen-Handy, Ayana) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0300-4430 |
DOI | 10.1080/03004430.2018.1507027 |
Schlagwörter | Intervention; Social Development; Emotional Development; Preschool Teachers; Teacher Attitudes; Affective Behavior; Phenomenology; Cooperation; Child Behavior; Urban Areas; Conflict Resolution; Faculty Development; Guidance; Competency Based Education; Teacher Student Relationship Soziale Entwicklung; Gefühlsbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Phenomenological psychology; Phänomenologie; Psychologie; Co-operation; Kooperation; Urban area; Stadtregion; Conflict solving; Konfliktlösung; Konfliktregelung; Beratung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Teacher student relationships; Lehrer-Schüler-Beziehung |
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 = 0.35), (3) teacher-child affection significantly increased by the end of the course (ES = 0.91-2.18). 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. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |