Page 115 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
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The Importance of Preschool Teacher-Child Attachment for Healthy Childhood Development
acteristics. The synchrony between the child’s needs and mother’s responses
is a good predictor of secure attachment (Ainsworth 1978 in Mooney 2010).
Secure relationships enable infants to express distress and accept consola-
tion easily and encourage the exploration of the environment with the cer-
tainty that their caregiver will be available if needed (Furnivall et al. 2012).
Avoidant attachment is a form of insecure attachment, which is not charac-
terized by a child’s protest or distress at separation from the reference per-
son, nor pleasure on reunion (Ainsworth 1978 in Mooney 2010). Avoidantly at-
tached infants learn to inhibit negative emotions (such as anger and sadness)
because they realize that the caregiver is unable to tolerate their distress and
react either aggressively or by withdrawal (Furnivall et al. 2012). Infants with
anxious-resistant attachment style tend to respond with anger and resistant
behavior towards the parent, exhibiting extreme distress at the time of sep-
aration and difficulties in calming on the reunion (Ainsworth 1978 in Mooney
2010). They are preoccupied whether the caregiver will reliably respond to
their needs. Caregivers of those infants were found to be inconsistent in re-
sponses and insufficiently sensitive to signals of the child. Disorganized at-
tachment was subsequently added to the Ainsworth classification system as
fourth attachment style, characteristic of children who respond in situations
of separation and reunion with their caregiver in a confusing, contradictory
and unpredictable way (e. g., after the return of the reference person they
begin to cry when it already seemed that they have been comforted (Mar-
janovič Umek and Zupančič 2009). Some authors claim that these conflict-
ing behaviors are the consequence of the infant being exposed to extremely
frightened or frightening reactions by a caregiver. This leaves the child un-
able to develop a consistent strategy that would bring to a sense of security
(Furnivall et al. 2012).
Even though the primary purpose of the attachment is to ensure prox-
imity of the primary caregiver in order to receive protection and reduce
stress in case of perceived danger, the attachment behaviors affect various
aspects of cognitive, social and emotional development (Cortazar and Her-
reros 2010; Stefanović-Stanojević, Tosić-Radev and Velikić 2015). Commodari
(2013a) summarizes a number of studies according to which attachment se-
curity in the earliest years of life influences cognitive performance in child-
hood, promote prosocial behaviors, self-esteem, and life satisfaction in ado-
lescence, as well as social adjustment and psychological well-being in early
adulthood. More recent research in the field of neurodevelopment (New-
man, Sivaratnam, and Komiti 2015) emphasizes the importance of safe and
supportive emotional environment for healthy brain functioning.
115
acteristics. The synchrony between the child’s needs and mother’s responses
is a good predictor of secure attachment (Ainsworth 1978 in Mooney 2010).
Secure relationships enable infants to express distress and accept consola-
tion easily and encourage the exploration of the environment with the cer-
tainty that their caregiver will be available if needed (Furnivall et al. 2012).
Avoidant attachment is a form of insecure attachment, which is not charac-
terized by a child’s protest or distress at separation from the reference per-
son, nor pleasure on reunion (Ainsworth 1978 in Mooney 2010). Avoidantly at-
tached infants learn to inhibit negative emotions (such as anger and sadness)
because they realize that the caregiver is unable to tolerate their distress and
react either aggressively or by withdrawal (Furnivall et al. 2012). Infants with
anxious-resistant attachment style tend to respond with anger and resistant
behavior towards the parent, exhibiting extreme distress at the time of sep-
aration and difficulties in calming on the reunion (Ainsworth 1978 in Mooney
2010). They are preoccupied whether the caregiver will reliably respond to
their needs. Caregivers of those infants were found to be inconsistent in re-
sponses and insufficiently sensitive to signals of the child. Disorganized at-
tachment was subsequently added to the Ainsworth classification system as
fourth attachment style, characteristic of children who respond in situations
of separation and reunion with their caregiver in a confusing, contradictory
and unpredictable way (e. g., after the return of the reference person they
begin to cry when it already seemed that they have been comforted (Mar-
janovič Umek and Zupančič 2009). Some authors claim that these conflict-
ing behaviors are the consequence of the infant being exposed to extremely
frightened or frightening reactions by a caregiver. This leaves the child un-
able to develop a consistent strategy that would bring to a sense of security
(Furnivall et al. 2012).
Even though the primary purpose of the attachment is to ensure prox-
imity of the primary caregiver in order to receive protection and reduce
stress in case of perceived danger, the attachment behaviors affect various
aspects of cognitive, social and emotional development (Cortazar and Her-
reros 2010; Stefanović-Stanojević, Tosić-Radev and Velikić 2015). Commodari
(2013a) summarizes a number of studies according to which attachment se-
curity in the earliest years of life influences cognitive performance in child-
hood, promote prosocial behaviors, self-esteem, and life satisfaction in ado-
lescence, as well as social adjustment and psychological well-being in early
adulthood. More recent research in the field of neurodevelopment (New-
man, Sivaratnam, and Komiti 2015) emphasizes the importance of safe and
supportive emotional environment for healthy brain functioning.
115
