Associations between Attachment Security and Social Competence in Preschool Children

Autor/inn/en	Veríssimo, Manuela; Santos, António J.; Fernandes, Carla; Vaughn, Brian E.
Titel	Associations between Attachment Security and Social Competence in Preschool Children
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 60 (2014) 1, S.80-99, Artikel 5 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Interpersonal Competence; Attachment Behavior; Security (Psychology); Preschool Children; Childhood Attitudes; Measures (Individuals); Student Evaluation; Story Telling; Peer Acceptance; Intelligence Tests; Verbal Ability; Motivation; Correlation; Social Development; Foreign Countries; Portugal; United States; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Attachment; Bindungsverhalten; Security; Psychology; Sicherheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Schulnote; Studentische Bewertung; Intelligence test; Intelligenztest; Mündliche Leistung; psychologische; Motivation (psychologisch); Korrelation; Soziale Entwicklung; Ausland; USA
Abstract	Attachment theorists suggest that attachment security with parents supports the quality of social adaptation in peer groups during early childhood, and numerous studies supporting this conjecture have been published. Most of these studies used enacted representations rather than mental representations of attachment security, and most studies examining mental representations used adult (parent or teacher) ratings of peer-group adaptation. Our study tested relations between preschool children's (N = 147; age 48-69 months) mental representations of attachment by using the Attachment Story Completion Task and child-level indicators of social competence based on direct observations and sociometric interviews. General intelligence tests were administered to control for effects of developmental level on child narrative production. Analyses revealed positive, significant associations between attachment measures and all social competence composites. Children with more secure attachment representations were more socially engaged and more likely to exhibit social, emotional, and cognitive skills that contribute to peer acceptance. Results support the hypothesis that attachment security is a foundational support for peer social competence. (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10