Notes FAQ Contact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ935263
Record Type: Journal
Publication Date: 2011
Pages: 27
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-1040-9289
Fostering Supportive Teacher-Child Relationships: Intervention Implementation in a State-Funded Preschool Program
Driscoll, Katherine C.; Wang, Lijuan; Mashburn, Andrew J.; Pianta, Robert C.
Early Education and Development, v22 n4 p593-619 2011
Research Findings: Banking Time is a set of techniques designed to promote positive, supportive relationships through 1-on-1 interactions between teachers and children. Web-based training resources were made available to 252 preschool teachers who received different levels of support as a component of a professional development intervention, and the purpose of this study was to examine teachers' implementation of Banking Time. Teachers with greater levels of professional development support were more likely to implement Banking Time with children in their classes. Teachers were more likely to choose to implement Banking Time with children who had lower social-emotional skills (e.g., more problem behaviors). Teachers developed greater relational closeness with children who participated in Banking Time than with children who did not participate. Practice or Policy: The implications of these preliminary findings for fostering supportive teacher-child relationships are discussed. (Contains 1 figure and 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A