How Banking Time intervention works in Turkish preschool classrooms for enhancing student–teacher relationships

Derya Sahin Asi (Lead / Corresponding author)

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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 languageEnglish
Article number3
Pages (from-to)1-14
Number of pages14
JournalInternational Journal of Child Care and Education Policy
Volume13
Early online date10 Jul 2019
DOIs
Publication statusPublished - 2019

Keywords

  • Banking Time intervention
  • Child–teacher relationships
  • Preschool period
  • Social and emotional development

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