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Formations of Attachment Relationships towards Teachers Lead to Conclusions for Public Child Care

Formations of Attachment Relationships towards Teachers Lead to Conclusions for Public Child Care The aim of this article is to demonstrate how relational experiences with parents and preschool teachers provide children with a feeling of security that facilitates the development of competence in different domains. We first focus on the mechanisms regarding how secure attachments to parents serve as an important foundation for later development. We then provide a short review of the literature on teacher-child relationships, including results of our own research, which emphasizes the unique role relationship experiences with teachers play in shaping children’s development. Teachers’ sensitivity seems to be of particular importance in helping children with less favorable caregiving experiences at home to become engaged in corrective relational experiences, and there is evidence that interventions aimed at increasing teachers’ sensitivity can be successful. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Developmental Science IOS Press

Formations of Attachment Relationships towards Teachers Lead to Conclusions for Public Child Care

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Publisher
IOS Press
Copyright
Copyright © 2016 IOS Press and the authors. All rights reserved
ISSN
2192-001X
DOI
10.3233/DEV-16197
Publisher site
See Article on Publisher Site

Abstract

The aim of this article is to demonstrate how relational experiences with parents and preschool teachers provide children with a feeling of security that facilitates the development of competence in different domains. We first focus on the mechanisms regarding how secure attachments to parents serve as an important foundation for later development. We then provide a short review of the literature on teacher-child relationships, including results of our own research, which emphasizes the unique role relationship experiences with teachers play in shaping children’s development. Teachers’ sensitivity seems to be of particular importance in helping children with less favorable caregiving experiences at home to become engaged in corrective relational experiences, and there is evidence that interventions aimed at increasing teachers’ sensitivity can be successful.

Journal

International Journal of Developmental Science – IOS Press

Published: Jan 1, 2016

References

  • Student–teacher relationships and classroom climate in first grade: How do they relate to students’ stress regulation?
    Ahnert
  • Security of children’s relationships with nonparental care providers: A meta-analysis
    Ahnert
  • Object relations, dependency, and attachment: A theoretical review of the infant-mother relationship
    Ainsworth
  • Patterns of infant-mother attachments: Antecedents and effects on development
    Ainsworth