Formations of Attachment Relationships towards Teachers Lead to Conclusions for Public Child Care

Autor/inn/en	Beckh, Kathrin; Becker-Stoll, Fabienne
Titel	Formations of Attachment Relationships towards Teachers Lead to Conclusions for Public Child Care
Quelle	In: International Journal of Developmental Science, 10 (2016) 3-4, S.103-110 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2192-001X
DOI	10.3233/DEV-16197
Schlagwörter	Attachment Behavior; Teacher Student Relationship; Child Care; Preschool Teachers; Parent Child Relationship; Child Development; Child Rearing; Intervention; Gender Differences; Ethnic Groups; Teacher Characteristics; Foreign Countries; At Risk Persons; Germany + Suchen Sie Ihr Suchwort? Attachment; Bindungsverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Kinderfürsorge; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung; Kindererziehung; Geschlechterkonflikt; Ethnie; Ausland; Risikogruppe; Deutschland
Abstract	The aim of this article is to demonstrate how relational experiences with parents and preschool teachers provide children with a feeling of security that facilitates the development of competence in different domains. We first focus on the mechanisms regarding how secure attachments to parents serve as an important foundation for later development. We then provide a short review of the literature on teacher-child relationships, including results of our own research, which emphasizes the unique role relationship experiences with teachers play in shaping children's development. Teachers' sensitivity seems to be of particular importance in helping children with less favorable caregiving experiences at home to become engaged in corrective relational experiences, and there is evidence that interventions aimed at increasing teachers' sensitivity can be successful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01