Naslov
CHILDREN’S ATTACHMENT PATTERNS AND THEIR RELATIONSHIP WITH EARLY CHILDHOOD EDUCATORS

Autori
Tatalović Vorkapić, Sanja

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
THE STATE PROBLEMS AND NEEDS OF THE MODERN EDUCATION COMMUNITY: BOOK OF PROCEEDINGS / Stevanović, J. ; Gundogan, D. ; Ranđelović, B. - Beograd : Institute for Educational Research, 2022, 211-217

ISBN
978-86-7447-161-6

Skup
The 28th International conference “Educational research and school practice” – The state, problems and needs of the modern education community

Mjesto i datum
Beograd, Srbija, 09.12.2022

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
attachment behaviour patterns, children, early childhood educators, kindergarten, relationships

Sažetak
The first transition from family to kindergarten undoubtedly represents a challenging experience in which the attachment system is activated, especially when children come to a new place, and larger groups of children unknown to them, including unknown adults According to the research results, adjustment is facilitated in the presence of a primary attachment figure. Based on the typical patterns of children's reactions when separating and reuniting with an attachment figure, four attachment styles are distinguished: secure, insecurely ambivalent, insecurely avoidant and disorganized style. If differences in patterns occur based on the relationship between children and educators, by providing support to educators in creating connecting relationships with children with as few conflicts as possible, the development of safe attachment patterns in children can be promoted, which will be investigated in this research. Seventeen early childhood educators from Rijeka, Croatia participated in this study by rating their relationship with children and attachment behavior of 226 children in age of 3-8 years. For measuring the attachment patterns, adapted Golding’s subscale (2013) was used, and for measuring the relationship (closeness and conflict) between educators and children Pianta’s (2001) Student-teacher relationship scale (STRS) was used. Determined descriptive results confirmed descriptive results from previous studies regarding closeness and conflict between educators and children, i.e. higher closeness and lower conflict. Also, the highest frequency of children with secure attachment, and low frequency of children with unsecure attachments have been established in previous studies. Regarding the main aim of this study, as it was expected, the significant differences were determined in attachment pattern according to the relationship between children and educators. These differences are significant only according to the conflicts between children and educators and in two situations: during the interaction with familiar adults (caregiver/parent or educator) and when children experiencing minor hurts. This study clearly demonstrated the importance of student- teacher relationship in differences between attachment behavior patterns among children. This should be in the focus while creating study programs and lifelong learning programs for pre- and in-service educators. The support for gaining the competencies of creating close and warm relations with children should be provided for educators, with the aim of having a tool for nurturing the secure attachment in children and by that enhancing and easing first childhood transitions.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

POVEZANOST RADA