Multiple perspectives on attachment theory: Investigating educators’ knowledge and understanding

Abstract

This paper presents findings from a study investigating the multiple perspectives of attachment theory and practice through the voices of early childhood educators. Attachment theory has influenced research, policy and practice over the last six decades, offering a framework for understanding risk and protective factors in early childhood. Despite the increasing literature highlighting the importance of attachment relationships, attachment theory has been primarily considered from a medical health or psychological perspective and little is known about educators' perspectives of attachment theory. In total, 488 Australian educators responded to the online survey, demonstrating a wide interest in the topic of attachment. One early childhood service was selected to participate in semi-structured interviews and observations. Findings indicate diverse perspectives in how educators support attachment relationship development, which varied according to their knowledge, understanding and experience of attachment relationships.

Predicting preschool moral development with school climate: Fuzzy Delphi approach

“…In a world filled with uncertainty, where threats to personal safety and emotional wellbeing abound, it becomes imperative to create an environment that nurtures these fundamental needs of our young ones. At the core of this concept lies the understanding that when children feel safe and protected, they are better equipped to explore their surroundings, engage in meaningful interactions, and develop cognitively and morally [35]. Although schools are typically safe places for children, they may also be vulnerable to inappropriate behavior that could harm them [32], [36].…”

Educational Beliefs of Special Education Teachers and Principals Working in Short-Term Emergency Shelter On-Site Schools

“…Extensive research has explored a wide range of educators' belief characteristics, such as core vs. peripheral, and explicit vs. implicit beliefs (Fives et al, 2019;Wilson-Ali et al, 2019). These beliefs are dichotomized into distinct and separate categories.…”

“…Furthermore, existing research describes a wide range of educational beliefs, relevant for both principals and teachers, which can be classified into dichotomous categories such as core vs. peripheral beliefs, explicit vs. implicit beliefs, isolated vs. clusters of beliefs, occurrent vs. dispositional beliefs, personal/individual vs. collective beliefs, positive vs. negative beliefs, primary vs. derivative beliefs, and situated vs. generalized beliefs (e.g., Fives & Buehl, 2012;Wilson-Ali et al, 2019).…”

Attachment in the Context of Early Years Pedagogical Practice: Early Childhood Educator and Director Insights

“…Child/adult dyadic attachment relationships, well established in research and clinical practice, are deemed significant protective factors against adversity (Balbernie, 2013;Kennison & Spooner, 2023;Wilson-Ali et al, 2019). Primary to this is child/parent attachment, which has been comprehensively studied (e.g., Ali et al, 2021;Bowlby, 1988;Quintigliano et al, 2021).…”

“…Primary to this is child/parent attachment, which has been comprehensively studied (e.g., Ali et al, 2021;Bowlby, 1988;Quintigliano et al, 2021). Likewise influential, however not extensively explored, are child/early childhood educatorcaregiver attachment relationships (Drugli & Undheim, 2012;Wilson-Ali et al, 2019). This is disquieting granted that the Organization for Economic Co-operation and Development (OECD) (2019) reports that universal, or near-universal, participation in a minimum of one year of early childhood education and care (ECEC) is now typical in OECD countries, where on average 40% of one-year-olds and 62% of 2-year-olds are enrolled.…”