Page 118 - 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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nection with so many critical developmental functions – social relatedness,
arousal modulation, emotional regulation, and curiosity. Children with his-
tories of secure attachment (assessed at 12 and 18 months) faced less social
problems in preschool years, displayed more curiosity and flexibility in han-
dling problems than children with histories of insecure attachment. More-
over, preschool children with early secure attachment were much more em-
pathic and popular among peers, exhibited less aggressive behavior than the
children with histories of insecure attachment. Failure to develop secure at-
tachments in early life may lead to later difficulties in communicating and
managing emotions with peers (Sroufe 2005). Cugmas (2010) summarizes the
research findings according to which the quality of preschool education and
of teacher’s relationships is closely associated with children’s well-being and
integration in preschool classrooms. When children feel well and relaxed at
kindergarten, they are more satisfied and confident, they express their needs
and desires, they are open to new experiences and adapt easily. It was discov-
ered that there is a positive connection between a secure preschool teacher-
child attachment and children’s success in social interaction, speech devel-
opment, and symbolic play. Children with a secure attachment style are more
co-operative and more likely to accept tasks given by their teachers. More-
over, children who experience a secure attachment showed more persever-
ance and they were more successful in solving mental tasks (Commodari
2013a). Mortensen and Barnett (2015) assume that the teacher-child relation-
ships that develop in infant/toddler child care provide a critical caregiving
context for young children’s socioemotional development.
A review of relevant research has revealed that there is a positive connec-
tion between secure attachment to teacher and children’s cognitive devel-
opment. A study conducted by Howes and Smith (1995 in Commodari 2013a)
including infants, toddlers, and pre-schoolers, examined children’s play ac-
tivities and cognitive activities as well as their relationships with caregivers
within the child care setting. It has been established that preschool teacher’s
social interactions (e. i., encouragements, smiles, physical proximity) and chil-
dren’s feeling of security and attachment to the teacher were related to en-
hanced cognitive activities and more exploration during play activities in all
three developmental stages.
Early observational studies (Main 1983 in Commodari 2013b) showed that
three-year-olds with secure attachment experiences manifested larger at-
tention spans during play compared to those with insecure attachment pat-
terns. Some researchers have discovered that securely attached preschool
children tend to have improved attention abilities and better scholastic
118
nection with so many critical developmental functions – social relatedness,
arousal modulation, emotional regulation, and curiosity. Children with his-
tories of secure attachment (assessed at 12 and 18 months) faced less social
problems in preschool years, displayed more curiosity and flexibility in han-
dling problems than children with histories of insecure attachment. More-
over, preschool children with early secure attachment were much more em-
pathic and popular among peers, exhibited less aggressive behavior than the
children with histories of insecure attachment. Failure to develop secure at-
tachments in early life may lead to later difficulties in communicating and
managing emotions with peers (Sroufe 2005). Cugmas (2010) summarizes the
research findings according to which the quality of preschool education and
of teacher’s relationships is closely associated with children’s well-being and
integration in preschool classrooms. When children feel well and relaxed at
kindergarten, they are more satisfied and confident, they express their needs
and desires, they are open to new experiences and adapt easily. It was discov-
ered that there is a positive connection between a secure preschool teacher-
child attachment and children’s success in social interaction, speech devel-
opment, and symbolic play. Children with a secure attachment style are more
co-operative and more likely to accept tasks given by their teachers. More-
over, children who experience a secure attachment showed more persever-
ance and they were more successful in solving mental tasks (Commodari
2013a). Mortensen and Barnett (2015) assume that the teacher-child relation-
ships that develop in infant/toddler child care provide a critical caregiving
context for young children’s socioemotional development.
A review of relevant research has revealed that there is a positive connec-
tion between secure attachment to teacher and children’s cognitive devel-
opment. A study conducted by Howes and Smith (1995 in Commodari 2013a)
including infants, toddlers, and pre-schoolers, examined children’s play ac-
tivities and cognitive activities as well as their relationships with caregivers
within the child care setting. It has been established that preschool teacher’s
social interactions (e. i., encouragements, smiles, physical proximity) and chil-
dren’s feeling of security and attachment to the teacher were related to en-
hanced cognitive activities and more exploration during play activities in all
three developmental stages.
Early observational studies (Main 1983 in Commodari 2013b) showed that
three-year-olds with secure attachment experiences manifested larger at-
tention spans during play compared to those with insecure attachment pat-
terns. Some researchers have discovered that securely attached preschool
children tend to have improved attention abilities and better scholastic
118
