New Study Shows Improving child-teacher interactions can reduce preschoolers’ stress levels
A new finding published by Bridget Hatfield and Amanda Williford shows "Banking Time", an intervention developed at the University of Virginia, helps reduce children's stress levels.
A school-based intervention that promotes warm and caring interactions between a teacher and child can reduce the child's stress in the classroom, a new study has found.
Hatfield and Williford wanted to see if an intervention designed to improve child-teacher interactions could reduce stress levels in children with challenging behaviors.
In all, 70 teachers and 113 children participated in the study. They were divided into three groups: one group was designated as "business as usual" and the children did not participate in any special activities; one group participated in a "child time" intervention; and one group participated in an intervention called "Banking Time."
Using saliva samples that were assayed for cortisol, researchers found that children whose teachers participated in the Banking Time intervention showed declines in cortisol levels during the school day compared to those in the business as usual group.