Fostering Supportive Teacher-Child Relationships: Intervention Implementation in a State-Funded Preschool Program.

Driscoll, Katherine C.; Wang, Lijuan; Mashburn, Andrew J.; Pianta, Robert C.

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Title: Fostering Supportive Teacher-Child Relationships: Intervention Implementation in a State-Funded Preschool Program

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Title:	Fostering Supportive Teacher-Child Relationships: Intervention Implementation in a State-Funded Preschool Program
Authors:	Driscoll, Katherine C.; Wang, Lijuan; Mashburn, Andrew J.; Pianta, Robert C.
Descriptors:	Intervention; Preschool Education; Banking; Preschool Teachers; Teacher Student Relationship; Professional Development; Interaction; Full State Funding; Educational Psychology; Predictor Variables
Source:	Early Education and Development, v22 n4 p593-619 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2011-00-00
Pages:	27
Pub Types:	Journal Articles; Reports - Research
Abstract:	Research Findings: Banking Time is a set of techniques designed to promote positive, supportive relationships through 1-on-1 interactions between teachers and children. Web-based training resources were made available to 252 preschool teachers who received different levels of support as a component of a professional development intervention, and the purpose of this study was to examine teachers' implementation of Banking Time. Teachers with greater levels of professional development support were more likely to implement Banking Time with children in their classes. Teachers were more likely to choose to implement Banking Time with children who had lower social-emotional skills (e.g., more problem behaviors). Teachers developed greater relational closeness with children who participated in Banking Time than with children who did not participate. Practice or Policy: The implications of these preliminary findings for fostering supportive teacher-child relationships are discussed. (Contains 1 figure and 6 tables.)
Abstractor:	As Provided
Reference Count:	69

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Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1040-9289
Audiences:	N/A
Languages:	English
Education Level:	Early Childhood Education; Preschool Education
Direct Link:	http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/10409289.2010.502015

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