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Associations between attachment security and social competence in preschool children
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Orientador(es)
Resumo(s)
Attachment theorists suggest that attachment security with parents supports the
quality of social adaptation in peer groups during early childhood, and numerous
studies supporting this conjecture have been published. Most of these studies
used enacted representations rather than mental representations of attachment
security, and most studies examining mental representations used adult (parent
or teacher) ratings of peer-group adaptation. Our study tested relations between
preschool children’s (N = 147; age 48–69 months) mental representations
of attachment by using the Attachment Story Completion Task and child-level
indicators of social competence based on direct observations and sociometric
interviews. General intelligence tests were administered to control for effects of
developmental level on child narrative production. Analyses revealed positive,
significant associations between attachment measures and all social competence
composites. Children with more secure attachment representations were more
socially engaged and more likely to exhibit social, emotional, and cognitive skills
that contribute to peer acceptance. Results support the hypothesis that attachment
security is a foundational support for peer social competence.
Descrição
Palavras-chave
Preschool children Peer relations Language development Preschool education Q sort Classroom observations Child development Sociometrics
Contexto Educativo
Citação
Merrill-Palmer Quarterly, 60(1), 80-99 Doi: 10.13110/merrpalmquar1982.60.1.0080
Editora
Wayne State University Press