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Vinculação e modelos internos dinâmicos : Da representação sensorio-motora à representação simbólica
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Advisor(s)
Abstract(s)
O presente estudo, baseado na teoria da vinculação de Bowlby/Ainsworth, tem como objetivo geral analisar a continuidade da qualidade da vinculação nos anos préescolares e a sua relação com a qualidade de vinculação educador-criança. Primeiramente, analisámos as associações entre os comportamentos de base segura da criança com a mãe e da criança com o pai e as representações de vinculação nos anos pré-escolares, numa amostra de 71 díades mãe-criança e pai-criança, utilizámos como instrumentos o Attachment Behaviour Q-Set (AQS – versão 3.0 de Waters, 1995), ao Attachment Story Completion Task (ASCT, Bretherton & Ridgeway, 1990) e à Wechsler Preschool and Primary Scale of Intelligence - Revised (WPPSI-R, 1989; versão portuguesa de Seabra-Santos et al., 2003). Os resultados revelam que as crianças utilizam quer a mãe quer o pai como base segura e que a segurança de vinculação experienciada pela criança na infância é representada posteriormente em modelos internos dinâmicos seguros. Em segundo lugar, tentámos perceber quais os processos envolvidos na transição das representações sensoriomotoras para as simbólicas, analisando dois potenciais inputs para a construção, por parte da criança, das representações mentais de vinculação: as representações sensoriomotoras da criança dos primeiros anos de vida baseadas na organização dos seus comportamentos de base segura com o pai e com a mãe e os scripts de vinculação parentais, numa amostra de 64 díades mãe-criança e pai-criança, utilizando como instrumentos o AQS (versão 3.0 de Waters, 1995), o ASCT (Bretherton & Ridgeway, 1990), a WPPSI-R (versão portuguesa de Seabra-Santos et al., 2003) e o Attachment Script Assessment (ASA – Waters & Rodrigues-Doolabh, 2004, manual não publicado). Os resultados obtidos sugerem que a organização dos comportamentos de base segura, na relação com ambos os pais, pode ser prevista a partir do conhecimento tipo script de base segura das figuras parentais e que apenas as representações sensoriomotoras da criança dos primeiros anos de vida baseadas na organização dos seus comportamentos de base segura estão a funcionar como potenciais inputs das representações mentais de vinculação da criança, ao contrário do esperado. Finalmente, analisámos a relação entre a qualidade das representações internas de vinculação das crianças (ou seja, a segurança) e a qualidade das relações educador-criança, numa amostra de 52 crianças e 4 educadores. Utilizámos como instrumentos o ASCT (Bretherton & Ridgeway, 1990), a WPPSI-R (versão portuguesa de Seabra-Santos et al., 2003) e ainda, a Escala de Perceção dos Comportamentos de Vinculação para Professores (PCV-P, Dias, Soares e Freire, 2004). Os dados obtidos mostram que a coconstrução de uma relação de vinculação relevante com um educador na primeira infância é, em parte, função da qualidade da relação de vinculação da criança com as figuras parentais mas também do desenvolvimento verbal da criança. De uma forma geral, os nossos resultados procuram contribuir para a discussão em aberto sobre a construção, por parte da criança, de um modelo integrado do self, participando em duas ou mais relações qualitativamente distintas.
ABSTRACT: The present study, based on Bowlby/Ainsworth’s attachment theory, aims to study the continuity of quality of attachment in the preschool years, and its relation to kindergarten teacher-child attachment quality. Firstly, we examined the associations between infant-mother and infant-father secure base behaviours and attachment representation in preschooler years in a sample of 71 child-mother and child-father dyads, we used as instruments the Attachment Behaviour Q-Set (AQS – version 3.0, Waters, 1995), the Attachment Story Completion Task (ASCT, Bretherton & Ridgeway, 1990) and the Wechsler Preschool and Primary Scale of Intelligence - Revised (WPPSI-R, 1989; portuguese version of Seabra-Santos et al., 2003). Our results revealed that children were able to use both parents as secure base and those children with a secure attachment relation developed an internal working model of secure attachment. Secondly, we tried to understand the processes involved in the transition from sensorimotor to symbolic representations, analyzing two potential inputs for the construction of the child mental representations of secure base information: children’s own sensorimotor representations from earlier years based on their secure base behaviours with father and mother and their parents’ attachment scripts in a sample of 64 child-mother and child-father dyads. We used as instuments the AQS (version 3.0, Waters, 1995), the ASCT (Bretherton & Ridgeway, 1990), the WPPSI-R (1989; portuguese version of Seabra-Santos et al., 2003) and the Attachment Script Assessment (ASA – Waters & Rodrigues-Doolabh, 2004, unpublished manual). The results suggest that children’s secure base behaviours can be predicted from parents’s attachment scripts and that only children’s sensoriomotor representations based on their secure base behaviours were predicting child mental representations, contrary to our expectations. Finally, we analyzed the relation between children’s attachment representations and the quality of kindergarten teacher-child relationships, in a sample of 52 children and 4 kindergarten teachers. We used as instruments the ASCT (Bretherton & Ridgeway, 1990), the WPPSI-R (portuguese version of Seabra-Santos et al., 2003) and the Teachers’ ratings of child secure base behavior and emotion regulation (PCV-P, Dias, Soares e Freire, 2004). Our data suggest that co-construction of a close attachment-relevant relationship with a kindergarten teacher in early childhood is, in part, a function of the quality of parent-child attachment relationships, but also of child verbal development. In general, our results contribute to the ongoing discussion about the child’s construction of an integrated model of attachment relations, participating in two or more qualitatively distinct relationships.
ABSTRACT: The present study, based on Bowlby/Ainsworth’s attachment theory, aims to study the continuity of quality of attachment in the preschool years, and its relation to kindergarten teacher-child attachment quality. Firstly, we examined the associations between infant-mother and infant-father secure base behaviours and attachment representation in preschooler years in a sample of 71 child-mother and child-father dyads, we used as instruments the Attachment Behaviour Q-Set (AQS – version 3.0, Waters, 1995), the Attachment Story Completion Task (ASCT, Bretherton & Ridgeway, 1990) and the Wechsler Preschool and Primary Scale of Intelligence - Revised (WPPSI-R, 1989; portuguese version of Seabra-Santos et al., 2003). Our results revealed that children were able to use both parents as secure base and those children with a secure attachment relation developed an internal working model of secure attachment. Secondly, we tried to understand the processes involved in the transition from sensorimotor to symbolic representations, analyzing two potential inputs for the construction of the child mental representations of secure base information: children’s own sensorimotor representations from earlier years based on their secure base behaviours with father and mother and their parents’ attachment scripts in a sample of 64 child-mother and child-father dyads. We used as instuments the AQS (version 3.0, Waters, 1995), the ASCT (Bretherton & Ridgeway, 1990), the WPPSI-R (1989; portuguese version of Seabra-Santos et al., 2003) and the Attachment Script Assessment (ASA – Waters & Rodrigues-Doolabh, 2004, unpublished manual). The results suggest that children’s secure base behaviours can be predicted from parents’s attachment scripts and that only children’s sensoriomotor representations based on their secure base behaviours were predicting child mental representations, contrary to our expectations. Finally, we analyzed the relation between children’s attachment representations and the quality of kindergarten teacher-child relationships, in a sample of 52 children and 4 kindergarten teachers. We used as instruments the ASCT (Bretherton & Ridgeway, 1990), the WPPSI-R (portuguese version of Seabra-Santos et al., 2003) and the Teachers’ ratings of child secure base behavior and emotion regulation (PCV-P, Dias, Soares e Freire, 2004). Our data suggest that co-construction of a close attachment-relevant relationship with a kindergarten teacher in early childhood is, in part, a function of the quality of parent-child attachment relationships, but also of child verbal development. In general, our results contribute to the ongoing discussion about the child’s construction of an integrated model of attachment relations, participating in two or more qualitatively distinct relationships.
Description
Tese de Doutoramento em Psicologia na área de especialidade Psicologia do Desenvolvimento apresentada ao ISPA - Instituto Universitário
Keywords
Vinculação Relações pais-criança Modelo interno dinâmico Redes de vinculação Relações educador-criança Attachment Parent-child relationships Internal working model Attachment “networks” Kindergarten teacher-child relationships