Teacher–child relationships from an attachment perspective

Abstract

This special issue aims to prompt reflection on the mutual contribution of attachment theory, on the one hand, and teacher-child relationship research, on the other, by bringing together conceptual and empirical contributions taking an attachment perspective on teacher-child relationships. In this introductory article, we contend that the teacher can be regarded as an ad hoc attachment figure with a safe haven and secure base function, although for most children the relationship with the teacher is probably not an attachment bond. Furthermore, we explain how attachment theory and research: (1) shape the way in which "high quality" teacher-child relationships are conceptualized and operationalized; (2) highlight the importance of teacher sensitivity to children's needs, as a central proximal determinant of relationship quality; (3) guide research hypotheses regarding the consequences of teacher-child relationship quality and the intervening mechanisms; and (4) inspire the development of interventions to improve teacher-child relationships.

Improving Teacher-Child Relationship Quality and Teacher-Rated Behavioral Adjustment Amongst Externalizing Preschoolers: Effects of a Two-Component Intervention

“…Moreover, although parent and teachers show similarities as attachment figures or socialization agents (e.g., Verschueren & Koomen, 2012), the affective quality of the parent-child relationship is generally the result of a longer history of interactions and may be harder to influence with a short-term intervention. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 Running Head: TWO-COMPONENT INTERVENTION 24 differential effects on different outcomes for different types of children (e.g., children with normal versus clinical EPB), then the teacher may choose the intervention component in function of which outcome he/she judges the most pressing to work on.…”

“…Moreover, although parent and teachers show similarities as attachment figures or socialization agents (e.g., Verschueren & Koomen, 2012), the affective quality of the parent-child relationship is generally the result of a longer history of interactions and may be harder to influence with a short-term intervention.…”

“…Closeness refers to proximity seeking behavior of the child and the degree to which the teacher is used as a safe haven versus avoided in stressful situations. Conflict refers to resistance and disharmony in insecure TCR's (Verschueren & Koomen, 2012). It has been shown that teacher-child closeness can have a moderating, compensatory effect on EPB development in preschoolers with initially elevated EPB levels (e.g., Silver, Measelle, Armstrong, & Essex, 2005).…”

“…1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 Running Head: According to attachment theory, developing a secure attachment bond with primary caregivers is important to promote (young) children's development and to prevent adjustment problems in general and EPB in particular (see meta-analysis by Fearon, BakermansKranenburg, van Ijzendoorn, Lapsey, & Roisman, 2010). As teachers can be considered as temporary or ad hoc attachment figures playing the role of secure base and safe haven (e.g., Verschueren & Koomen, 2012), they may also impact preschoolers' adjustment. …”

Conducta de exploración, bienestar emocional y calidad del cuidado en educación infantil

“…Caregivers or teachers are currently considered "ad hoc attachment figures", particularly during the preschool period. In other words, they are seen as temporary attachment figures that are specific to the school environment (Verschueren & Koomen, 2012). Thanks to this close relationship of support and protection (which is an external source for channelling stress), children can direct all their energy towards ongoing exploration in the classroom and can become involved and engaged in relationships with their peers.…”