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Early Child Development and Care Volume 190, 2020 - Issue 7
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How urban early childhood educators used positive guidance principles and improved teacher-child relationships: a social-emotional learning intervention study

Michael J. HaslipSchool of Education, Department of Teaching, Learning and Curriculum, Drexel University, Philadelphia, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-9241-7994View further author information
ORCID Icon,
Ayana Allen-HandyPolicy, Organization, and Leadership, Drexel University, Philadelphia, USAORCID Iconhttps://orcid.org/0000-0002-8910-6957View further author information
ORCID Icon &
Leona DonaldsonSchool of Education, Department of Teaching, Learning and Curriculum, Drexel University, Philadelphia, USAView further author information
Pages 971-990 | Received 18 Oct 2017, Accepted 29 Jul 2018, Published online: 09 Aug 2018

Citations (10)

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Read on this site (4)

Jennifer Mata-McMahon, Michael Haslip & Lance Kruse. (2023) Validation study of the Early Childhood Educators’ Spiritual Practices in the Classroom (ECE-SPC) instrument using Rasch. International Journal of Children's Spirituality 0:0, pages 1-34.
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Savanna Gragg & Vicki Stewart Collet. (2022) Joy in Collaboration: Developing Early Childhood Teacher Professionalism through Lesson Study. Journal of Research in Childhood Education 36:2, pages 296-309.
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Michael J. Haslip & Leona Donaldson. (2021) What character strengths do early childhood educators use to address workplace challenges? Positive psychology in teacher professional development. International Journal of Early Years Education 29:3, pages 250-267.
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Kathy Frady. (2019) Spiritual Formation Parallels to Social-Emotional Learning Curriculum: A Contextual Analysis of ‘Frog Street Curriculum’. International Journal of Children's Spirituality 24:4, pages 401-414.
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Articles from other publishers (6)

Michael J. Haslip & Neisha Terry. (2022) A Mixed Methods Study of the Relationship Between Individualized Lesson Planning and Social-Emotional Outcomes in Young Children. Early Childhood Education Journal 51:5, pages 875-888.
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Kevin Keane & Retta R. Evans. (2022) The Potential for Teacher‐Student Relationships and the Whole School, Whole Community, Whole Child Model to Mitigate Adverse Childhood Experiences . Journal of School Health 92:5, pages 504-513.
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Débora Cristina Fava, Ilana Andretta & Angela Helena Marin. (2022) Teaching Effectiveness and Children Emotional/Behavioral Difficulties: Outcomes from FAVA Program. Psicologia: Teoria e Pesquisa 38.
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Débora Cristina Fava, Ilana Andretta & Angela Helena Marin. (2022) Eficácia Docente e Dificuldades Emocionais/Comportamentais Infantis: Resultados do Programa FAVA. Psicologia: Teoria e Pesquisa 38.
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Michael J. Haslip & Leona Donaldson. (2020) How Early Childhood Educators Resolve Workplace Challenges Using Character Strengths and Model Character for Children in the Process. Early Childhood Education Journal 49:2, pages 337-348.
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Michael J. Haslip, Ayana Allen-Handy & Leona Donaldson. (2019) How do Children and Teachers Demonstrate Love, Kindness and Forgiveness? Findings from an Early Childhood Strength-Spotting Intervention. Early Childhood Education Journal 47:5, pages 531-547.
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