In this study, it was aimed to evaluate the effects of a relationship-based intervention called Banking Time (BT) on child–teacher relationships in preschool period. Five- and six-year-old children (N = 93) attending full-time private preschool and their teachers (N = 8) were included in the participant group. It was pretest–intervention–posttest design and data were collected using Semi-Structured Play Interview and Student–Teacher Relationship Scale to assess whether or not BT intervention would be effective on child–teacher relationship perceptions. It was hypothesized that both children and teachers in the experimental group would perceive more positive relationships than the control group. The analysis showed that BT intervention differentiated relationship perceptions of children between the experimental and the control group. However, BT intervention did not improve the relationship perception of teachers with children in the experimental group as compared to the control group.

中文翻译：

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银行学时干预如何在土耳其学前班教室中发挥作用，以增强学生与老师的关系

在这项研究中，其目的是评估一种称为“银行时间”（BT）的基于关系的干预对学龄前儿童与教师关系的影响。参加全日制私立幼儿园的五岁和六岁儿童（N = 93）和他们的老师（N = 8）被纳入参与者组。这是前测-干预-后测的设计，并使用半结构化游戏面试和学生-教师关系量表收集了数据，以评估BT干预对儿童-教师关系感知是否有效。假设实验组中的儿童和教师都比对照组感觉到更多的积极关系。分析表明，BT干预区分了实验组和对照组之间儿童的关系感知。然而，