Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher-Child Relationships

Autor/inn/en	Driscoll, Katherine C.; Pianta, Robert C.
Titel	Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher-Child Relationships
Quelle	In: Early Education and Development, 21 (2010) 1, S.38-64 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Behavior Problems; Intervention; Disadvantaged Youth; Child Behavior; Teacher Student Relationship; Classroom Techniques; Teacher Attitudes; Observation; Video Technology; Preschool Children; Pretests Posttests; Outcomes of Education + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Lehrerverhalten; Beobachtung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernleistung; Schulerfolg
Abstract	Research Findings: This exploratory study encompassed a collaboration to implement and evaluate the early efficacy of Banking Time, a dyadic intervention designed to promote supportive teacher-child relationships. Banking Time is a set of one-on-one meetings between a teacher and a child consisting of child-led play and teacher facilitation techniques. The study examined Banking Time effects in relation to changes in teacher-reported relationship quality, teacher-rated child behavioral outcomes, and observer-rated teacher-child interactions during two 6-week intervention periods. Children were randomly assigned to 1 of 3 study conditions: (a) intervention, (b) within-class control, or (c) wait-list control. The sample consisted of 29 Head Start teachers and 116 children. Teachers completed ratings at pre- and posttest. Teachers and children also participated in pre- and posttest videotaped semistructured interactions that were coded on 6 teacher, child, and dyadic ratings. Overall, there were modest effects associated with the use of Banking Time. Teachers participating in Banking Time consistently reported increased perceptions of closeness with children as well as increased frustration tolerance, task orientation, and competence and decreased conduct problems. Teacher beliefs were associated with ratings of child behavior as well as teacher-child interactions. Practice or Policy: Implications for prevention in classroom settings are discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10