Investing in Relationships between Children and Teachers
Robert C. Pianta, Ph.D.
Bridget K. Hamre, M.Ed.
University of Virginia
All correspondence should be sent to the
first author at: NICHD Study of Early Child Care & Youth Development, University
of Virginia, P.O. Box 800784, Charlottesville, VA 22904-8784; Phone: 804.243.5483;
Fax: 804.243.5480;
E-mail: rcp4p@virginia.edu.
CHAPTER 1: Introduction and Conceptual Background
Relationships between Children and Adults
Adult-Child Relationship Processes and Schooling
Why Do Relationships with Adults Affect Child Development?
Relationships are dyadic systems.
Features of individuals in relationships.
Relationships and Child Development
CHAPTER 2: Assessment: Identifying Resources
Assessing Teacher-Child Relationships: The Child's View
Assessing Teacher-Child Relationships: The Teacher's View
Observations of Teacher-Child Relationships
CHAPTER 3: Introducing New Frameworks For Understanding Relationships
Gaining Access to the Teacher's Representations
Promoting Change in the Teacher's Representations
Narrating and Labeling the Teacher's Representations
CHAPTER 4: Banking Time Consultation
Section One: Introducing Banking Time to the Teacher and Child
STEP 1: Review Information Gathered during Assessment
STEP 2: Review Banking Time Video
STEP 3: Principles for Introducing Banking Time to the Child
Section Two: Implementing Banking Time
STEP 1: Scheduling Banking Time
Identifying an appropriate setting.
STEP 3: Follow-up Consultation
"It sounds like a great idea, but I just don't have time for this."
"The child keeps choosing inappropriate activities or can't make up her mind about what to do."
"Other students want to join in and frequently interrupt Banking Time."
Section Three: Banking Time with Classrooms!
Extending Banking Time into Daily Interactions
APPENDIX A: ASSESSMENT MATERIALS
Gaining the Child's Perspective on Relationships with Teachers:A Semi-Structured Interview
Gaining the Teacher's Perspective:
Scoring and Interpreting the STRS
Calculating the Child's Scale Scores
Comparing Child's Scale Scores to Teacher's Average
Calculating the Child's Scale Scores
Conducting Classroom Observations
Observation Notes and Scoring Sheet
APPENDIX B: CONSULTATION WORKSHEETS AND TEACHER HANDOUTS
Using Videotape to Access Representations
Identifying a difficult situation:
Labeling feeling and thoughts:
Labeling feeling and thoughts:
Identifying and Promoting Change in Relational Patterns
Scheduling Banking Time Sessions
Choosing possible activities/materials
Banking Time: Basics for the Consultant
Weaving Relationship Themes into Interactions with Children . . .