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The Importance of Preschool Teacher-Child Attachment for Healthy Childhood Development
their mothers, sensitivity of the preschool teacher may be the crucial factor
in the development of close teacher-child relationship and reduction the risk
of aggressive behavior among children.
As noted by Pianta the key qualities of teacher-child relationship appears
to be related to the ability of an adult at accurately reading the child’s signals,
to respond contingently on the basis of these signals, to convey acceptance
and emotional warmth, to offer assistance as necessary, and to model regu-
lated behavior (Pianta 1999, 67, in Du Plessis 2009). Similarly, Cugmas (2009)
explains that the teacher’s sensitivity to children’s needs most strongly de-
termines the pattern of their attachment behavior.
Preschool teacher-child attachment depends on several factors, including
attributes of teachers, attributes of children, as well as environmental fac-
tors. Recent research findings have provided evidence that higher education
level of teachers, lower perceived stress and higher self-efficacy are related
with higher quality relationships with young children (Chen and Phillips 2018;
Choi and Dobbs-Oates 2016). There is a growing body of research demon-
strating that preschool teacher-child relationships are also predicted by chil-
dren’s temperamental characteristics (Acar et al. 2018). Especially reactivity as
a sub-dimension of temperament was found to have a significant impact on
teacher-child relationships (Yoleri 2016).
Within early childhood education, teachers play a critical role in provid-
ing emotional and social security, promoting children’s language and cogni-
tive development, encouraging children in the process of socialization with
adults and peers outside their family. They also play an extremely important
role during settling into childcare helping children navigate through this new
experience. Therefore, it is among teachers’ priorities to build a good affec-
tive bond based on sensitive responsiveness to children’s needs. The fact that
preschool teacher represents a secure base is very important especially with
younger and more vulnerable children who come from an emotionally less
supportive environment (Buyse et al. 2011; Verschueren and Koomen 2012).
Preschool Teacher Attachment and Children’s Development
Recent research results suggest that quality of a preschool teacher-child re-
lationships predict children’s emotional, social and cognitive development
during the early childhood period as well as through elementary years and
even later in life (Commodari 2013b; Mashburn et al. 2008; Mortensen and
Barnett 2015).
Sroufe (2005) stressed the importance of infant attachment, both because
of its place in initiating pathways of development and because of its con-
117
their mothers, sensitivity of the preschool teacher may be the crucial factor
in the development of close teacher-child relationship and reduction the risk
of aggressive behavior among children.
As noted by Pianta the key qualities of teacher-child relationship appears
to be related to the ability of an adult at accurately reading the child’s signals,
to respond contingently on the basis of these signals, to convey acceptance
and emotional warmth, to offer assistance as necessary, and to model regu-
lated behavior (Pianta 1999, 67, in Du Plessis 2009). Similarly, Cugmas (2009)
explains that the teacher’s sensitivity to children’s needs most strongly de-
termines the pattern of their attachment behavior.
Preschool teacher-child attachment depends on several factors, including
attributes of teachers, attributes of children, as well as environmental fac-
tors. Recent research findings have provided evidence that higher education
level of teachers, lower perceived stress and higher self-efficacy are related
with higher quality relationships with young children (Chen and Phillips 2018;
Choi and Dobbs-Oates 2016). There is a growing body of research demon-
strating that preschool teacher-child relationships are also predicted by chil-
dren’s temperamental characteristics (Acar et al. 2018). Especially reactivity as
a sub-dimension of temperament was found to have a significant impact on
teacher-child relationships (Yoleri 2016).
Within early childhood education, teachers play a critical role in provid-
ing emotional and social security, promoting children’s language and cogni-
tive development, encouraging children in the process of socialization with
adults and peers outside their family. They also play an extremely important
role during settling into childcare helping children navigate through this new
experience. Therefore, it is among teachers’ priorities to build a good affec-
tive bond based on sensitive responsiveness to children’s needs. The fact that
preschool teacher represents a secure base is very important especially with
younger and more vulnerable children who come from an emotionally less
supportive environment (Buyse et al. 2011; Verschueren and Koomen 2012).
Preschool Teacher Attachment and Children’s Development
Recent research results suggest that quality of a preschool teacher-child re-
lationships predict children’s emotional, social and cognitive development
during the early childhood period as well as through elementary years and
even later in life (Commodari 2013b; Mashburn et al. 2008; Mortensen and
Barnett 2015).
Sroufe (2005) stressed the importance of infant attachment, both because
of its place in initiating pathways of development and because of its con-
117
