The Impact of a Relationship-Building Strategy on Teachers' Perceptions of Preschooler Behavior: A 2 X 10 Approach

Autor/inn/en	Gragg, Savanna; Collet, Vicki
Titel	The Impact of a Relationship-Building Strategy on Teachers' Perceptions of Preschooler Behavior: A 2 X 10 Approach
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 1, S.182-196 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gragg, Savanna) ORCID (Collet, Vicki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2021.1922362
Schlagwörter	Preschool Teachers; Teacher Attitudes; Preschool Children; Child Behavior; Behavior Problems; Screening Tests; Teacher Student Relationship; Rating Scales; Measures (Individuals); Positive Attitudes; Self Control; Psychological Patterns; Strengths and Difficulties Questionnaire; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Screening-Verfahren; Teacher student relationships; Lehrer-Schüler-Beziehung; Rating-Skala; Messdaten; Selbstbeherrschung
Abstract	This study examines the impact of the 2 × 10 relationship-building strategy (consisting of a two-minute conversation with a child once a day for 10 days). Participants were four preschool teachers and eight preschool children from a university-based lab school. Teachers completed pre- and post-intervention scales (Strengths and Difficulties Questionnaire and Student Teacher Relationship Scale) as well as journal entries for each interaction and six follow-up questions. Results showed a statistically significant change in teachers' closeness to their students and a decrease in difficult behaviors that was not statistically significant. Additionally, teacher perceptions were positive regarding the development of relationships using this brief intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01