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.

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。