I. INTRODUCTION: THE CO-CONSTRUCTION OF MOTHER-CHILD ATTACHMENT RELATIONSHIPS IN EARLY CHILDHOOD

2018 ◽  
Vol 83 (4) ◽  
pp. 7-21 ◽  
Author(s):  
Germán E. Posada ◽  
Harriet S. Waters
Keyword(s):  
Early Childhood ◽  
Attachment Relationships ◽  
Child Attachment

scholarly journals Multiple perspectives on attachment theory: Investigating educators’ knowledge and understanding

2019 ◽  
Vol 44 (3) ◽  
pp. 215-229
Author(s):  
Nadia Wilson-Ali ◽  
Caroline Barratt-Pugh ◽  
Marianne Knaus
Keyword(s):  
Early Childhood ◽  
Attachment Theory ◽  
Online Survey ◽  
Research Policy ◽  
Theory And Practice ◽  
Relationship Development ◽  
Multiple Perspectives ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Attachment Relationships

This paper presents findings from a study investigating the multiple perspectives of attachment theory and practice through the voices of early childhood educators. Attachment theory has influenced research, policy and practice over the last six decades, offering a framework for understanding risk and protective factors in early childhood. Despite the increasing literature highlighting the importance of attachment relationships, attachment theory has been primarily considered from a medical health or psychological perspective and little is known about educators’ perspectives of attachment theory. In total, 488 Australian educators responded to the online survey, demonstrating a wide interest in the topic of attachment. One early childhood service was selected to participate in semi-structured interviews and observations. Findings indicate diverse perspectives in how educators support attachment relationship development, which varied according to their knowledge, understanding and experience of attachment relationships.

scholarly journals Early Attachment to Mothers and Fathers: Contributions to Preschoolers' Emotional Regulation

2021 ◽  
Vol 12 ◽  
Author(s):  
Carla Fernandes ◽  
Marilia Fernandes ◽  
António J. Santos ◽  
Marta Antunes ◽  
Lígia Monteiro ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Emotional Regulation ◽  
Attachment Security ◽  
Peer Group ◽  
Empirical Studies ◽  
Nuclear Families ◽  
Attachment Relationships ◽  
Preschool Classrooms ◽  
Child Attachment ◽  
Parent Child

Children acquire and develop emotional regulatory skills in the context of parent-child attachment relationships, nonetheless empirical studies have focused mainly on mother and less information is available regarding the role of both parent-child attachment relationships. Furthermore, despite its importance, there is no information regarding preschool years. This study aims to fill this gap by exploring the potential influences of both mother-child and father-child attachments on preschooler's later emotion regulation observed in the peer group. Fifty-three Portuguese nuclear families (mother, father and focal child) participated in the study; 47% of the children were boys and 53% were girls. Attachment Security was assessed at home using the Attachment Behavior Q-set when children were 3 years of age, and emotion regulation was observed in the preschool classrooms attended by the children at age 5, using the California child Q-sort to derive an Emotion Regulation Q-Scale. Results showed that the combined influence of both parent-child attachment security predicted better emotion regulation results, than did the specific contributions of each parent per se. Findings are consistent with integrative approaches that highlight the value of including both mother- and father-child attachment relationships, as well as their combined effect, when studying emotion regulation.

scholarly journals THE EFFECT OF SAME-AGE AND MIXED-AGE GROUPING IN DAY CARE ON PARENT-CHILD ATTACHMENT SECURITY

2000 ◽  
Vol 28 (6) ◽  
pp. 595-602 ◽  
Author(s):  
Marina M. Pool ◽  
Catrien C.J.H. Bijleveld ◽  
Louis W.C. Tavecchio
Keyword(s):  
Pilot Study ◽  
The Netherlands ◽  
Attachment Security ◽  
Attachment Relationships ◽  
Daycare Centers ◽  
Child Attachment ◽  
Age Range ◽  
Mixed Age ◽  
Q Sort ◽  
Parent Child

This pilot study investigates the effect on parent-child attachment relationships of same-age versus mixed-age grouping in daycare centers in the Netherlands. For 45 children in the age range of 2 to 6 years, parent-child attachment relationships were assessed by means of the Attachment Q-Sort. It was found that attachment security did not differ significantly for children who had been in mixed-age or in same-age grouping, or who had experienced a change of daycare center.

Maintaining Attachment Relationships among Children in Foster Care

1994 ◽  
Vol 75 (5) ◽  
pp. 269-276 ◽  
Author(s):  
R. Kevin Grigsby
Keyword(s):  
Foster Care ◽  
Permanency Planning ◽  
Protective Services ◽  
Attachment Relationship ◽  
Attachment Relationships ◽  
Children In Foster Care ◽  
Child Attachment ◽  
Child Visitation ◽  
Relationship Of ◽  
Parent Child

Frequent, regular parent–child visitation of children in foster care is crucial in maintaining the attachment relationship of the parent and child. Further, the parent–child attachment concept is crucial for permanency planning because it is the rationale behind the goal of providing children with a stable and continuous relationship with the parent or another caretaker, if that child cannot return to the care of the parent. In order to ascertain whether protective services workers recognize and emphasize the importance of maintaining parent–child or other attachment relationships, the author studied closed case records of children who had experienced foster-care placement. Results are discussed in the context of social-attachment theory.

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