Abstract
In this study, it was aimed to evaluate the effects of a relationship-based intervention called Banking Time (BT) on child–teacher relationships in preschool period. Five- and six-year-old children (N = 93) attending full-time private preschool and their teachers (N = 8) were included in the participant group. It was pretest–intervention–posttest design and data were collected using Semi-Structured Play Interview and Student–Teacher Relationship Scale to assess whether or not BT intervention would be effective on child–teacher relationship perceptions. It was hypothesized that both children and teachers in the experimental group would perceive more positive relationships than the control group. The analysis showed that BT intervention differentiated relationship perceptions of children between the experimental and the control group. However, BT intervention did not improve the relationship perception of teachers with children in the experimental group as compared to the control group.
Original language | English |
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Article number | 3 |
Pages (from-to) | 1-14 |
Number of pages | 14 |
Journal | International Journal of Child Care and Education Policy |
Volume | 13 |
Early online date | 10 Jul 2019 |
DOIs | |
Publication status | Published - 2019 |
Keywords
- Banking Time intervention
- Child–teacher relationships
- Preschool period
- Social and emotional development
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health
- Education
- Sociology and Political Science
- Pediatrics
- Community and Home Care