Do Educators Matter? Associations between Caregivers' Mentalization and Preschoolers' Attachment, Social Emotional Development and Theory of Mind

Autor/inn/en	Mata López, Cecil; Santelices Álvarez, María Pía; Vergés Gómez, Alvaro
Titel	Do Educators Matter? Associations between Caregivers' Mentalization and Preschoolers' Attachment, Social Emotional Development and Theory of Mind
Quelle	In: Early Child Development and Care, 192 (2022) 2, S.233-247 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mata López, Cecil) ORCID (Santelices Álvarez, María Pía) ORCID (Vergés Gómez, Alvaro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1755664
Schlagwörter	Preschool Children; Attachment Behavior; Preschool Teachers; Child Development; Theory of Mind; Social Emotional Learning; Parent Attitudes; Teacher Attitudes; Stress Variables; Childrens Attitudes; Correlation; Parent Child Relationship; Teacher Student Relationship; Cognitive Processes; Case Studies; Measures (Individuals); Foreign Countries; Chile + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Attachment; Bindungsverhalten; Erzieher; Erzieherin; Kindergärtnerin; Kindesentwicklung; Elternverhalten; Lehrerverhalten; Korrelation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Cognitive process; Kognitiver Prozess; Case study; Fallstudie; Case Study; Messdaten; Ausland
Abstract	Caregivers' mentalization has gained importance in recent years, but most studies only include parental figures. Given empirical evidence showing the importance of educators in the development of preschoolers, this paper aims to assess how the mentalization and stress levels of parents and educational staff are related to attachment, ToM and social emotional development of children aged 3-4 years (M = 44.69 months, SD = 3.68, Gender = 53% girls) who attend preschool. A total of 146 preschoolers, their parents and 18 teachers are included in the sample. The results show higher levels of mentalization in educational staff compared to parents and positive relationship between the mentalization of both adults and ToM development in preschoolers. It was found a greater predictive weight of educational staff mentalization but this relation was mediated by family caregivers' mentalization and its contribution loses strength in those cases where the parent shows low mentalization level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01