Early Attachment Relationships and the Early Childhood Curriculum

Autor/inn/en	Cortazar, Alejandra; Herreros, Francisca
Titel	Early Attachment Relationships and the Early Childhood Curriculum
Quelle	In: Contemporary Issues in Early Childhood, 11 (2010) 2, S.192-202 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2010.11.2.192
Schlagwörter	Caregivers; Young Children; Attachment Behavior; Educational Practices; Emotional Development; Early Childhood Education; Curriculum; Developmentally Appropriate Practices; Student Centered Curriculum; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Caregiver; Carer; Betreuungsperson; Pfleger; Frühe Kindheit; Attachment; Bindungsverhalten; Bildungspraxis; Gefühlsbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Curricula; Lehrplan; Rahmenplan; Entwicklungsbezogene Bildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This article explores the relationship between attachment theory and the early childhood curriculum. During the first years of life children develop early attachment relationships with their primary caregivers. These attachment relationships, either secure or insecure, will shape children's socio-emotional development. In the USA, the predominant curricular approach is the one that situates the child at the center of the curriculum. This child-centered curriculum assumes a child that is able to act independently without experiencing great amounts of anxiety, easily establish relationships with peers and adults, and is an active constructor of his/her own knowledge. These are images of a child that has developed a secure attachment with his/her caregiver(s). This article argues that the dominant child-centered early childhood curriculum, based on the principles of Developmentally Appropriate Practice, appears to be designed primarily for children with histories of secure attachments, and by not adapting to children's individual needs it might perpetuate attachment insecurities. This article not only questions pre-conceived images of children in early childhood curriculum but also rethinks the implications of integrating attachment theory into educational practices. (Contains 1 table and 3 notes.) (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/ciec
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10