Katherine Driscoll|Limin Wang|Andrew J. Mashburn|Robert C. Pianta
Fostering Supportive Teacher–Child Relationships: Intervention Implementation in a State-Funded Preschool Program
Boston Children's Hospital|Harvard University|University of Notre Dame|Institute for Advanced Study|University of Virginia|Institute for Advanced Study|University of Virginia
abstract research findings banking time set techniques designed promote positive supportive relationships 1on1 interactions teachers children webbased training resources made available 252 preschool teachers received different levels support component professional development intervention purpose study examine teachers implementation banking time teachers greater levels professional development support likely implement banking time children classes teachers likely choose implement banking time children lower socialemotional skills eg problem behaviors teachers developed greater relational closeness children participated banking time children participate practice policy implications preliminary findings fostering supportive teacherchild relationships discussed acknowledgments study conducted myteachingpartner research group supported national institute child health human development interagency consortium school readiness extend deep appreciation cadre teachers worked us throughout period allowed us experiment new ways supporting