The impact of a relationship-building strategy on teachers’ perceptions of preschooler behavior: a 2 X 10 approach

Abstract

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.