Publicação
Children's representations of attachment and positive teacher–child relationships
| Resumo: | This study was designed to explore whether children's representations of attachment contribute to the co-construction of positive teacher-child relationships. An assessment of verbal intelligence was included as a predictor on the assumption that teachers might perceive themselves as having better relationships with more verbally competent children. Participants were 52 children from two pre-schools, in the district of Lisbon. The Attachment Story Completion Task (ASCT) was used to assess children's attachment security. The PCV-P (a scale developed in portuguese language) was used to describe teacher-child relationships through teachers' ratings of child secure base behavior and emotion regulation and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-R) was used to access verbal skills. Bivariate correlations showed that the teachers' rating of child secure base behavior was significantly associated with both child attachment security and verbal IQ. In a multiple regression analysis, the overall model R2 was significant, as was the interaction term showing a moderating effect of attachment security on the relation between verbal IQ and teachers' ratings of secure base. The results suggest that co-construction of a close attachment-relevant relationship with teachers in early childhood is, in part, a function of the security in the context of parent-child attachment, but also of child verbal development. |
|---|---|
| Autores principais: | Veríssimo, Manuela |
| Outros Autores: | Torres, Nuno; Silva, Filipa; Fernandes, Carla; Vaughn, Brian E.; Santos, António José |
| Assunto: | Attachment theory Teacher–child relationship Internal working models Preschoolers Verbal abilities |
| Ano: | 2017 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Ispa-Instituto Universitário |
| Idioma: | inglês |
| Origem: | Repositório do Ispa - Instituto Universitário |
| _version_ | 1868077370340016128 |
|---|---|
| author | Veríssimo, Manuela |
| author2 | Torres, Nuno Silva, Filipa Fernandes, Carla Vaughn, Brian E. Santos, António José |
| author2_role | author author author author author |
| author_facet | Veríssimo, Manuela Torres, Nuno Silva, Filipa Fernandes, Carla Vaughn, Brian E. Santos, António José |
| author_role | author |
| contributor_name_str_mv | Repositório do ISPA |
| country_str | PT |
| creators_json_txt | [{\"Person.name\":\"Veríssimo, Manuela\"},{\"Person.name\":\"Torres, Nuno\"},{\"Person.name\":\"Silva, Filipa\"},{\"Person.name\":\"Fernandes, Carla\"},{\"Person.name\":\"Vaughn, Brian E.\"},{\"Person.name\":\"Santos, António José\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | Repositório do ISPA |
| datacite.creators.creator.creatorName.fl_str_mv | Veríssimo, Manuela Torres, Nuno Silva, Filipa Fernandes, Carla Vaughn, Brian E. Santos, António José |
| datacite.date.Accepted.fl_str_mv | 2017-01-01T00:00:00Z |
| datacite.date.available.fl_str_mv | 2018-02-07T15:45:12Z |
| datacite.date.embargoed.fl_str_mv | 2018-02-07T15:45:12Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| datacite.subjects.subject.fl_str_mv | Attachment theory Teacher–child relationship Internal working models Preschoolers Verbal abilities |
| datacite.titles.title.fl_str_mv | Children's representations of attachment and positive teacher–child relationships |
| dc.contributor.none.fl_str_mv | Repositório do ISPA |
| dc.creator.none.fl_str_mv | Veríssimo, Manuela Torres, Nuno Silva, Filipa Fernandes, Carla Vaughn, Brian E. Santos, António José |
| dc.date.Accepted.fl_str_mv | 2017-01-01T00:00:00Z |
| dc.date.available.fl_str_mv | 2018-02-07T15:45:12Z |
| dc.date.embargoed.fl_str_mv | 2018-02-07T15:45:12Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10400.12/6159 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Frontiers Media |
| dc.rights.cclincense.fl_str_mv | http://creativecommons.org/licenses/by-nc-nd/4.0/ |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| dc.subject.none.fl_str_mv | Attachment theory Teacher–child relationship Internal working models Preschoolers Verbal abilities |
| dc.title.fl_str_mv | Children's representations of attachment and positive teacher–child relationships |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | This study was designed to explore whether children's representations of attachment contribute to the co-construction of positive teacher-child relationships. An assessment of verbal intelligence was included as a predictor on the assumption that teachers might perceive themselves as having better relationships with more verbally competent children. Participants were 52 children from two pre-schools, in the district of Lisbon. The Attachment Story Completion Task (ASCT) was used to assess children's attachment security. The PCV-P (a scale developed in portuguese language) was used to describe teacher-child relationships through teachers' ratings of child secure base behavior and emotion regulation and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-R) was used to access verbal skills. Bivariate correlations showed that the teachers' rating of child secure base behavior was significantly associated with both child attachment security and verbal IQ. In a multiple regression analysis, the overall model R2 was significant, as was the interaction term showing a moderating effect of attachment security on the relation between verbal IQ and teachers' ratings of secure base. The results suggest that co-construction of a close attachment-relevant relationship with teachers in early childhood is, in part, a function of the security in the context of parent-child attachment, but also of child verbal development. |
| dirty | 0 |
| eu_rights_str_mv | openAccess |
| format | article |
| fulltext.url.fl_str_mv | https://repositorio.ispa.pt/bitstreams/02495743-e3aa-4702-9f2e-831044046f6d/download |
| id | ispa_e805f3f82f33a2d1fef6c1eaa575e5f2 |
| identifier.url.fl_str_mv | http://hdl.handle.net/10400.12/6159 |
| instacron_str | ispa |
| institution | Ispa-Instituto Universitário |
| instname_str | Ispa-Instituto Universitário |
| language | eng |
| network_acronym_str | ispa |
| network_name_str | Repositório do Ispa - Instituto Universitário |
| oai_identifier_str | oai:repositorio.ispa.pt:10400.12/6159 |
| organization_str_mv | urn:organizationAcronym:ispa |
| person_str_mv | Veríssimo, Manuela Torres, Nuno Silva, Filipa Fernandes, Carla Vaughn, Brian E. Santos, António José |
| publishDate | 2017 |
| publisher.none.fl_str_mv | Frontiers Media |
| reponame_str | Repositório do Ispa - Instituto Universitário |
| repository_id_str | urn:repositoryAcronym:ispa |
| service_str_mv | urn:repositoryAcronym:ispa |
| spelling | engFrontiers Mediapt_PTThis study was designed to explore whether children's representations of attachment contribute to the co-construction of positive teacher-child relationships. An assessment of verbal intelligence was included as a predictor on the assumption that teachers might perceive themselves as having better relationships with more verbally competent children. Participants were 52 children from two pre-schools, in the district of Lisbon. The Attachment Story Completion Task (ASCT) was used to assess children's attachment security. The PCV-P (a scale developed in portuguese language) was used to describe teacher-child relationships through teachers' ratings of child secure base behavior and emotion regulation and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-R) was used to access verbal skills. Bivariate correlations showed that the teachers' rating of child secure base behavior was significantly associated with both child attachment security and verbal IQ. In a multiple regression analysis, the overall model R2 was significant, as was the interaction term showing a moderating effect of attachment security on the relation between verbal IQ and teachers' ratings of secure base. The results suggest that co-construction of a close attachment-relevant relationship with teachers in early childhood is, in part, a function of the security in the context of parent-child attachment, but also of child verbal development.application/pdfpt_PTChildren's representations of attachment and positive teacher–child relationshipsVeríssimo, ManuelaTorres, NunoSilva, FilipaFernandes, CarlaVaughn, Brian E.Santos, António JoséHostingInstitutionOrganizationalRepositório do ISPAe-mailmailto:repositorio@ispa.ptrepositorio@ispa.ptURNIsPartOf1664-1078DOIIsPartOf10.3389/fpsyg.2017.022702018-02-07T15:45:12Z20172017-01-01T00:00:00ZHandlehttp://hdl.handle.net/10400.12/6159http://purl.org/coar/access_right/c_abf2open accessAttachment theoryTeacher–child relationshipInternal working modelsPreschoolersVerbal abilities447792 bytesliteraturehttp://purl.org/coar/resource_type/c_6501journal article2017http://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2application/pdffulltexthttps://repositorio.ispa.pt/bitstreams/02495743-e3aa-4702-9f2e-831044046f6d/downloadFrontiers in Psychology817Switzerland |
| spellingShingle | Children's representations of attachment and positive teacher–child relationships Veríssimo, Manuela Attachment theory Teacher–child relationship Internal working models Preschoolers Verbal abilities |
| status | SINGLETON |
| subject.fl_str_mv | Attachment theory Teacher–child relationship Internal working models Preschoolers Verbal abilities |
| title | Children's representations of attachment and positive teacher–child relationships |
| title_full | Children's representations of attachment and positive teacher–child relationships |
| title_fullStr | Children's representations of attachment and positive teacher–child relationships |
| title_full_unstemmed | Children's representations of attachment and positive teacher–child relationships |
| title_short | Children's representations of attachment and positive teacher–child relationships |
| title_sort | Children's representations of attachment and positive teacher–child relationships |
| topic | Attachment theory Teacher–child relationship Internal working models Preschoolers Verbal abilities |
| topic_facet | Attachment theory Teacher–child relationship Internal working models Preschoolers Verbal abilities |
| url | http://hdl.handle.net/10400.12/6159 |
| visible | 1 |