The association between attachment and behavior problems was examined for a nonclinical, diverse sociocconomic status (SES) French-Canadian sample of 77 children. Attachment classifications were assigned on the basis of reunion behavior with mother when the children were between 5 and 7 years of age. Teachers rated children's problem behavior using the Socioaffective Profile within 3 months of the attachment assessment (Time 2) and 2 years earlier (Time 1). Results indicated that children with a D classification were more likely than secures or other insecure groups (A or C) to be classified in the problem group at both ages. A majority (80%) of the D group showed problem behavior at some point during the 3–7 year period compared with a minority of A, B, or C children. However, only about 30% of controlling children (like other insecures) had stable problems. Analyses of subclinical scores showed that both controlling and avoidant groups were lower than secures in social competence at Time 1. At Time 2, A group children were lower in externalizing behavior, and C group children were higher. These results extend the association between the D classification and maladaptation previously found for clinical and high-risk samples to a nonclinical, mixed SES sample.

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This study examined how attachment quality, measured during the preschool period using the Waters & Deane Q‐Sor. (1985). affects preschoolers' collaborative problem‐solving interactions. We compared collaborative styles of 19 securely‐ and 18 insecurely‐attached three and four year olds during a grocery planning task with mother and then a strange female adult who was also the mother of a preschool child. Results indicated that securely‐attached preschoolers were more likely to show task‐relevant and metacognitive behavior in both contexts and performed better with the stranger than did their insecure peers. The collaborative style of mothers of secure children was more in synchrony with secure children's level of participation in the task than with that of insecure children who were less focused on goal‐directed task activities. Strangers were generally less structuring than mothers particularly with insecure children. Interestingly, the security status of the stranger's own child did not influence her collaborative style with an unfamiliar preschooler. Results are discussed with reference to concepts from both attachment and Vygotskian theories.