How Urban Early Childhood Educators Used Positive Guidance Principles and Improved Teacher-Child Relationships: A Social-Emotional Learning Intervention Study

Autor/inn/en	Haslip, Michael J.; Allen-Handy, Ayana; Donaldson, Leona
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 PDF als Volltext Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01