Banking Time: A Dyadic Intervention to Improve Teacher-Student Relationships

Williford, Amanda P.; Pianta, Robert C.

doi:10.1007/978-3-030-37285-9_13

Cited by 10 publications

(5 citation statements)

References 21 publications

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“…Moreover, the determining factors influencing the effectiveness of Banking Time still need exploration [ 62 ]. It remains important to explore the extent to which Banking Time can support teachers and change teacher and child behavior [ 63 ]. Future research could seek more flexible ways to discover and implement the core elements of Banking Time.…”

Section: Discussionmentioning

confidence: 99%

Effect of Banking Time Intervention on Child–Teacher Relationships and Problem Behaviors in China: A Multiple Baseline Design

Zhang,

Wang

2024

Behavioral Sciences

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A positive child–teacher relationship is a crucial means of addressing problem behaviors in young children. In recent years, there has been an increase in factors triggering problem behaviors in young children. It is particularly important to employ universally applicable and scientifically effective strategies to improve child behavior. Banking Time, as an emerging variant of play therapy, aims to enhance child behavior by establishing an intimate child–teacher relationship. This study conducted a multiple-baseline experiment involving eight four-year-old children and their teachers from China, exploring the effectiveness of Banking Time in enhancing child–teacher relationships and subsequently improving child behavior from dual perspectives, utilizing tools such as the Student–Teacher Relationship Scale and Conners’ Comprehensive Behavior Rating Scales-Teacher Assessment Report. Visual analysis and statistical analysis results indicate a strong positive impact of Banking Time on child–teacher relationships and a slight inhibitory effect on child problem behaviors. The implementation of Banking Time provides valuable insights into specific paths and strategies for promoting teachers’ professional development.

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Section: Discussionmentioning

confidence: 99%

Effect of Banking Time Intervention on Child–Teacher Relationships and Problem Behaviors in China: A Multiple Baseline Design

Zhang,

Wang

2024

Behavioral Sciences

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“…For instance, experiences with a previous teacher can significantly impact the student's relationship with a new teacher (Hughes et al, 2012;. Importantly, providing pre-service teachers with a foundation of professional knowledge, situation-specific skills, and the necessary affect-motivation may decrease the barrier to ask school psychologists for help during their in-service career and may facilitate future implementation of targeted interventions such as Banking Time (Driscoll and Pianta, 2010;Williford and Pianta, 2020) or LLInC (Leerkracht Leerling Interactie Coaching in Dutch or Student Teacher Interaction Coaching, Bosman et al, 2021;Spilt et al, 2012).…”

Section: Discussion and Limitationsmentioning

confidence: 99%

Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

Borremans,

Koomen,

Spilt

2024

Front. Educ.

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It is widely acknowledged that high-quality teacher-student relationships contribute to both student and teacher well-being. However, research shows that building these relationships can be challenging for teachers and signals opportunities for teacher education to better prepare them for building high-quality teacher-student relationships. As teachers’ relationship-building competence allows them to establish high-quality relationships with students, even those typically at-risk for conflictual relationships, we propose a learning trajectory targeting teachers’ dyadic relationship-building competence to be implemented in initial teacher education. Such a learning trajectory allows for progressively deepening the level of understanding and self-reflection throughout the three-year initial education program. To address teachers’ relationship-building competence in teacher education, relevant competencies, selected in previous research by an independent expert panel, were translated into specific learning goals, learning activities, and materials in close collaboration with partner university colleges. An overview of planned quantitative and qualitative data collection is presented. The learning trajectory could strengthen initial pre-primary and primary teacher education programs in supporting pre-service teachers’ relationship-building competence.

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“…This is identified as one of the leading interventions in the field to promote positive interactions between teachers and children via face-to-face sessions initiated by teachers. There is a considerable amount of evidence indicating that teachers participating in Banking Time intervention groups had reported more positive relationship perceptions about children in their classrooms (Williford andPianta, 2020, Driscoll andPianta, 2010) Similarly, children reported how their relationships had improved via Banking Time sessions (Sahin Asi, 2019). In this intervention, the main idea is to save positive experiences during designated sessions.…”

Section: Shifting Perceptions Negative To Positive Ones: Improving Se...mentioning

confidence: 99%

Diversity in the Classroom

Ası

Joyce

2023

Social Justice and Culturally-Affirming Education in K-12 Settings

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In early years settings and schools, the population of children from diverse ethnic backgrounds has been increasing all over the world. Along with this increase, there is growing interest and concern in meeting the needs of these children and their families throughout their early years and school experience. Within any mainstream culture it is assumed that an ethnically diverse population should be able to be successfully integrated; however, it is not always clear how this could be achieved. Adaptation and integration to a new culture or school environment may be best achieved via effective communication between students, parents, and professionals. In this chapter, teacher beliefs and attitudes and how these affect communication will be discussed. The power of teacher-child relationships will be highlighted and suggestions will be made about effective practices to promote communication and build relationships.

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Banking Time: A Dyadic Intervention to Improve Teacher-Student Relationships

Cited by 10 publications

References 21 publications

Effect of Banking Time Intervention on Child–Teacher Relationships and Problem Behaviors in China: A Multiple Baseline Design

Effect of Banking Time Intervention on Child–Teacher Relationships and Problem Behaviors in China: A Multiple Baseline Design

Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

Diversity in the Classroom

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