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

Abstract

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.