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The impact of a relationship-building strategy on teachers’ perceptions of preschooler behavior: a 2 X 10 approach
Early Years ( IF 1.3 ) Pub Date : 2021-06-18 , DOI: 10.1080/09575146.2021.1922362
Savanna Gragg 1 , Vicki Collet 1
Affiliation  

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.



中文翻译:

关系建立策略对教师对学龄前儿童行为看法的影响:2 X 10 方法

摘要

本研究考察了 2 × 10 关系建立策略(包括与孩子进行一次两分钟的对话,每天一次,持续 10 天)的影响。参与者是来自大学实验学校的四名学前教师和八名学龄前儿童。教师完成了干预前和干预后的量表(优势和困难问卷和师生关系量表)以及每次互动的日记条目和六个后续问题。结果显示,教师与学生的亲密程度发生了统计学上的显着变化,而在统计学上不显着的困难行为也有所减少。此外,教师对使用这种简短干预来发展人际关系的看法是积极的。

更新日期:2021-06-18
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