Preschool teacher-child relationships: an exploratory study of attachment models over time

• Main Author: Martin, Doris M.
• Other Authors: Family and Child Development
• Format: Others
• Language: en
• Published: Virginia Tech 2014
• Subjects: LD5655.V856 1991.M378; Children and adults > Case studies; Interaction analysis in education > Case studies; Teacher-student relationships > Case studies
• Online Access: http://hdl.handle.net/10919/38953; http://scholar.lib.vt.edu/theses/available/etd-07282008-135321/

This exploratory study examined the nature of the relationships between two preschool teachers and four of the children in their care. Of particular interest was the influence of primary attachment models or mental representations of each individual, on the interactions between teachers and children. Data on the teacher-child interactions were gathered through classroom observations and in depth interviews. Parents of the children were interviewed to obtain information on the children's primary attachment models. Findings support the conclusion that early attachment models were influential in defining current teacher-child relationships. These findings have implications for the training of teachers and for further research. === Ph. D.