Attachment Predicts College Students' Knowledge, Attitudes, and Skills for Working with Infants, Toddlers, and Families

Autor/inn/en	Vallotton, Claire D.; Torquati, Julia; Ispa, Jean; Chazan-Cohen, Rachel; Henk, Jennifer; Fusaro, Maria; Peterson, Carla A.; Roggman, Lori A.; Stacks, Ann M.; Cook, Gina; Brophy-Herb, Holly
Titel	Attachment Predicts College Students' Knowledge, Attitudes, and Skills for Working with Infants, Toddlers, and Families
Quelle	In: Early Education and Development, 27 (2016) 2, S.275-302 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1087778
Schlagwörter	Attachment Behavior; College Students; Predictor Variables; Knowledge Level; Student Attitudes; Infants; Toddlers; Teacher Attitudes; Interaction; Early Childhood Education; Preschool Teachers; Caring; Interpersonal Competence; Correlation; Occupational Aspiration; Adults; Online Surveys; Student Surveys; Child Development; Factor Analysis; Vignettes; Regression (Statistics) + Suchen Sie Ihr Suchwort? Attachment; Bindungsverhalten; Collegestudent; Prädiktor; Wissensbasis; Schülerverhalten; Infant; Toddler; Toddlers; Kleinkind; Infants; Lehrerverhalten; Interaktion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Care; Pflege; Sorge; Betreuung; Interpersonale Kompetenz; Korrelation; Berufsneigung; Berufsziel; Schülerbefragung; Kindesentwicklung; Faktorenanalyse; Regression; Regressionsanalyse
Abstract	Research Findings: Adults' attitudes about attachment relationships are central to how they perceive and respond to children. However, little is known about how attachment styles are related to teachers' attitudes toward and interactions with infants and toddlers. From a survey of 207 students taking early childhood (EC) courses at 4 U.S. universities, we report relations among students' attachment styles and their (a) career goals, (b) attitudes about caring for and educating infants and young children, and (c) interaction skills for responding in developmentally supportive ways. Overall, attachment security was positively associated with career goals focused on working with younger children, knowledge about infant/toddler development, attitudes that acknowledge the importance of adult support in children's development, and developmentally supportive interaction skills. Students who scored high on attachment fearfulness minimized the importance of adults in children's lives, minimized the importance of the early years for later learning, and endorsed strict and controlling forms of child guidance. Practice or Policy: A conceptual mediation model linking a path from attachment to caregiving skill through knowledge and attitudes is articulated. We propose a person-centered pedagogy for infant/toddler professional preparation that provides opportunities for reflection on one's own attachment and its effects on work with young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01