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ra Dolenc
Preschool Teacher-Child Attachment
Many studies have shown that infants and toddlers, irrespectively of their
attachment to parents, can develop attachment to other non-parental fig-
ures. The transition from home to preschool is a particularly critical period
characterized by numerous changes in children’s early life, such as separa-
tion from parents, being in a new setting, unknown people and unfamiliar
routines (Datler et al. 2012). Young children begin to spend more and more
time with early childhood caregivers or preschool teachers, so they can be
seen as attachment-relevant and represent some kind of ‘secondary’ attach-
ment figures (Cugmas 2009; Pedditzi and Rollo 2014; Sierra 2012; Verschueren
and Koomen 2012).
Over the past decade there has been an increased research interest in
the study of children’s attachment to preschool teacher (Cugmas 2011; Du
Plessis 2009; Pedditzi and Rollo 2014; Veríssimo et al. 2017; Verschueren and
Koomen 2012), who play a key role in providing care, safety and education
in out-of-home environment. Children’s attachment to teachers co-exists
with the attachment to their parents and bears similar attachment patterns.
Howes and Ritchie (1999) describe four types of attachment to teachers: se-
cure, avoidant, resistant and near-secure. The avoidant type is characteristic
of children who are more interested in the materials in the playroom rather
than in the teacher or peers. When experiencing frustration, they do not seek
the teacher, or even move away if the teacher tries to console them. In a re-
sistant pattern of attachment, children are irritable with the teacher, even
without reason, and often demanding and impatient. Children with secure
attachment seek comfort and spontaneously hug the teacher when feeling
distressed or angry; they like to share activities with the teachers and oth-
ers and ask for help if needed. In a near-secure attachment, children show a
combination of moderately avoidant and secure behaviors. They tend to dis-
trust the teacher, but they participate in all activities. Therefore, the teacher
often fails to recognize a problem in such a relationship.
Veríssimo et al. (2017) have found that building a close, attachment-relevant
relationship with a teacher in early childhood is, only in part, a function of the
quality of parent-child attachment relationships. Furthermore, some authors
suggest the idea that attachment styles can be discontinued by life circum-
stances or new relationship (Cortazar and Herreros 2010). In this regard, se-
cure preschool teacher-child attachment may compensate for a more prob-
lematic parent-child relationship. Buyse, Verschueren, and Doumen (2011)
have found that especially for children who are less securely attached to
116
Preschool Teacher-Child Attachment
Many studies have shown that infants and toddlers, irrespectively of their
attachment to parents, can develop attachment to other non-parental fig-
ures. The transition from home to preschool is a particularly critical period
characterized by numerous changes in children’s early life, such as separa-
tion from parents, being in a new setting, unknown people and unfamiliar
routines (Datler et al. 2012). Young children begin to spend more and more
time with early childhood caregivers or preschool teachers, so they can be
seen as attachment-relevant and represent some kind of ‘secondary’ attach-
ment figures (Cugmas 2009; Pedditzi and Rollo 2014; Sierra 2012; Verschueren
and Koomen 2012).
Over the past decade there has been an increased research interest in
the study of children’s attachment to preschool teacher (Cugmas 2011; Du
Plessis 2009; Pedditzi and Rollo 2014; Veríssimo et al. 2017; Verschueren and
Koomen 2012), who play a key role in providing care, safety and education
in out-of-home environment. Children’s attachment to teachers co-exists
with the attachment to their parents and bears similar attachment patterns.
Howes and Ritchie (1999) describe four types of attachment to teachers: se-
cure, avoidant, resistant and near-secure. The avoidant type is characteristic
of children who are more interested in the materials in the playroom rather
than in the teacher or peers. When experiencing frustration, they do not seek
the teacher, or even move away if the teacher tries to console them. In a re-
sistant pattern of attachment, children are irritable with the teacher, even
without reason, and often demanding and impatient. Children with secure
attachment seek comfort and spontaneously hug the teacher when feeling
distressed or angry; they like to share activities with the teachers and oth-
ers and ask for help if needed. In a near-secure attachment, children show a
combination of moderately avoidant and secure behaviors. They tend to dis-
trust the teacher, but they participate in all activities. Therefore, the teacher
often fails to recognize a problem in such a relationship.
Veríssimo et al. (2017) have found that building a close, attachment-relevant
relationship with a teacher in early childhood is, only in part, a function of the
quality of parent-child attachment relationships. Furthermore, some authors
suggest the idea that attachment styles can be discontinued by life circum-
stances or new relationship (Cortazar and Herreros 2010). In this regard, se-
cure preschool teacher-child attachment may compensate for a more prob-
lematic parent-child relationship. Buyse, Verschueren, and Doumen (2011)
have found that especially for children who are less securely attached to
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