How Banking Time intervention works in Turkish preschool classrooms for enhancing student-teacher relationships
Küçük Resim Yok
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Springeropen
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
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.
Açıklama
Anahtar Kelimeler
Child-teacher relationships, Banking Time intervention, Preschool period, Social and emotional development
Kaynak
International Journal of Child Care and Education Policy
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
13
