Q-sort assessment of attachment security during the preschool years: Links from home to school.

Abstract

This study investigated relations among preschoolers' secure-base behavior with mother at home, stressful family conditions, and qualities of developing relationships with peers and teachers in preschool. Preschool-age children (N = 94; 51 boys and 43 girls) and their mothers were observed during multiple home visits, and their security of attachment was assessed with the Attachment Q-Set. Children in families with lower levels of stress had more secure attachment relationships with mothers. Both boys and girls who were less securely attached to their mothers expressed significantly more anger-aggression in preschool. For boys, higher levels of family stress were also significantly related to anger-aggression and to social competence in preschool. In addition, boys who were more securely attached to their mothers were more securely attached to their preschool teachers and were more popular with peers in preschool.

Emotions and Social Development in Childhood

“…Parents are children ' s primary attachment fi gures; secure attachment promotes preschoolers ' positive expressiveness and understanding of emotions (DeMulder, Denham, Schmidt, & Mitchell, 2000 ;Laible & Thompson, 1998 ;Steele, Steele, Croft, & Fonagy, 1999 ).…”

Exploring the Effects of Attachment Security and Playfulness on Social Competence among 4-year-old Preschool Children

“…관찰방법을 사용하여 유아의 애착 안정성을 측정한 후 사회적 능력과의 관계를 살펴본 선행연구들에서는, 안정적인 애착을 형성하고 있는 유아가 높은 사회적 능력을 보이며 (이상은, 신건호, 2003), 또래 간 분노나 공격성을 덜 보이고(DeMulder, Denham, Schmidt, & Mitchell, 2000;Marcus & Kramer, 2001), 인기도(Szewczyk-Sokolowski, Bost, & Wainwright, 2005)와 리더십(심미경, 2013)이 높으며, 또래에게 먼저 다가가 말을 걸고 관심을 보이는 것으로 보고하고 있다 (Thompson & Lamb, 1983). 반면, 주양육자와 불안정한 애착을 형성한 유아는 안정 애착을 형성한 유아에 비해 아동기와 청소년기 동안 또래와 밀접한 관계를 유지하는 경우가 적고 일탈 행동을 보일 가능성이 높은 것으로 나타났다 (DeMulder et al, 2000). 최근 Groh (Johnson, Christie, & Wardle, 2005), 자신의 생각이나 느낌뿐 아니라 또래의 관점이나 정서도 점차 인식하게 되면서 자기중심성에서 벗어나게 된다 (김미숙, 2001).…”

Qualidade da vinculação e desenvolvimento sócio-cognitivo

“…Kochanska, 1997) e compreensão emocional (ex. DeMulder, Denham, Schmidt & Mitchell, 2000;Laible & Thompson, 1998;Steele, Steele, Croft & Fonagy, 1999). Os resultados, referidos por Kochanska (1997) sugerem que as crianças seguras diferem das crianças inseguras (quando avaliadas 2 ou 3 anos depois) relativamente, aos seus padrões típicos de expressividade emocional e apresentam diferenças significativas face às crianças inseguras-evitantes e inseguras-resistentes (Taxonomia dos tipos de vinculação de Ainsworth, in Ainsworth, Blehar, Waters & Wall, 1978).…”