Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher-Child Relationships
Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher-Child Relationships
复制标题
DOI：
10.1080/10409280802657449
复制
发表时间：
2010-01-01
影响因子：
2.9
通讯作者：
Pianta, Robert C.
中科院分区：
文献类型：
--
作者：
Driscoll, Katherine C.;Pianta, Robert C.
研究结果：这项探索性研究包括合作实施和评估银行时间的早期疗效，旨在促进支持性的教师与儿童的关系的二元干预。银行时间是一组一对一的会议之间的教师和儿童组成的儿童主导的游戏和教师促进技术。该研究探讨了银行时间的影响，在两个6周的干预期间，教师报告的关系质量，教师评价的儿童行为结果，和beverver-rated教师与儿童的互动的变化。儿童被随机分配到3个研究条件之一：（a）干预，（B）班级内控制，或（c）等待名单控制。样本包括29名启蒙教师和116名儿童。教师完成了前测和后测的评分。教师和儿童也参加了前和后测试录像半结构化的互动，编码上6个教师，儿童和二元评级。总体而言，与使用银行时间相关的影响不大。参与银行时间的教师一致报告说，增加了与儿童的亲密关系的看法，以及增加挫折容忍度，任务导向，能力和减少行为问题。教师信念与儿童行为的评级以及教师与儿童的互动。实践或政策：在课堂环境中预防的影响进行了讨论。
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.