PL EN


Journal
2014 | 2(127) | 7–20
Article title

Wczesnodziecięce style przywiązania do opiekuna a osiągnięcia szkolne i funkcjonowanie społeczne uczniów

Authors
Title variants
EN
Early childhood attachment style – pupil achievement and social functioning
Languages of publication
PL
Abstracts
PL
W artykule przedstawiono potencjał teorii przywiązania w zakresie przewidywania i wyjaśniania zjawisk związanych z funkcjonowaniem społecznym i osiągnięciami szkolnymi uczniów. Omówione zostały dwie ścieżki wpływu wczesnodziecięcych relacji z opiekunami na późniejsze osiągnięcia szkolne: bezpośrednia, związana z wpływem przywiązania na rozwój procesów poznawczych, i pośrednia, związana z wpływem reprezentacji przywiązania na późniejsze relacje ucznia z nauczycielami i rówieśnikami, które ze swej strony oddziałują na poziom osiągnięć szkolnych.
EN
The paper presents attachment theory as applied to the psychology of education. It is aimed to show the potential of attachment theory to anticipate and explain phenomena associated with social functioning and achievement at school. The author puts forward a thesis for two paths by which attachment quality would impact on school achievement. The indirect path is in the relationship between quality of attachment and the development of cognitive processes, while the direct path follows the impact of attachment style on the quality of a child’s relationships with teachers and peers. This in turn influences level of educational attainment.
Journal
Year
Issue
Pages
7–20
Physical description
Dates
published
2014-06-30
Contributors
author
  • Instytut Psychologii, Uniwersytet im. Adama Mickiewicza
References
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  • Cassidy, J. (1994). Emotion regulation: influences of attachment relationships. W: N. Fox (red.), The development of emotion regulation: monographs of the Society for Research in Child Development, 59(2–3), 228–249.
  • Cerqueira, J. J., Mailliet, F., Almeida, O. F., Jay, T. M. i Sousa, N. (2007). The prefrontal cortex as a key target of the maladaptive response to stress. Journal of Neuroscience, 27(11), 2781–2787.
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  • DeMulder, E., Denham, S., Schmidt, M. i Mitchell, J. (2000). Q-sort assessment of attachment security during the preschool years: links from home to school. Developmental Psychology, 36(2), 274–282.
  • Dewitte, M. (2011). Adult attachment and attentional inhibition of interpersonal stimuli. Cognition and Emotion, 25(4), 612–625.
  • Dunn, J., Brown, J., Slomkowski, C., Tesla, C. i Youngblade, L. (1991). Young children's understanding of other people's feelings and beliefs: Individual differences and their antecedents. Child Development, 62(6), 1352–1366.
  • Gillath, O., Giesbrecht, B. i Shaver, P. R. (2009). Attachment, attention, and cognitive control: attachment style and performance on general attention tasks. Journal of Experimental Social Psychology, 45(4), 647–654.
  • Goossens, F. A., IJzendoorn, M. H. van (1990). Quality of infants’ attachment to professional caregivers: relation to infant–parent attachment and day-care characteristics. Child Development, 61(3), 832–837.
  • Granot, D. i Mayseless, O. (2001) Attachment security and adjustment to school in middle childhood. International Journal of Behavioral Development, 25(6), 530–541.
  • Greenberg, G. E., Hickman, C.W. (1991). Research and practice in parent involvement: implications for teacher education. Elementary School Journal, 91(3), 279–288.
  • Grossmann, K. E., Grossmann, K. i Waters, E. (2005). Attachment from infancy to adulthood: the major longitudinal studies. New York: Guilford Press.
  • Hamre, B. i Pianta, R. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.
  • Howes, C. (1999). Attachment relationships in the context of multiple caregivers. W: J. Cassidy i P. R. Shaver (red.), Handbook of attachment (s. 671– 687). New York, NY: Milford Press.
  • Howes, C. i Hamilton, C. E. (1992a). Children’s relationships with caregivers: mothers and child care teachers. Child Development, 63(4), 859–866.
  • Howes, C. i Hamilton, C. E. (1992b). Children’s relationships with child care teachers: Stability and concordance with parental attachments. Child Development, 63(4), 867–878.
  • Howes, C. i Ritchie, S. (1999). Attachment organization in children with difficult life circumstances. Development and Psychopathology, 11(2), 251–268.
  • Hughes, J. N., Cavell, T. A. i Willson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39(4), 289–301.
  • Hughes, J. N., Luo, W., Kwok, O.-M. i Loyd, L. K. (2008). Teacher–student support, effortful engagement, and achievement: a 3-year longitudinal study. Journal of Educational Psychology, 100(1), 1–14.
  • Iniewicz, G. (2008). Zaburzenia emocjonalne u dzieci i młodzieży z perspektywy teorii przywiązania. Psychiatria Polska, 43(5), 671–682.
  • Jabłoński, S. (2001). Być bliżej dziecka. Efektywne nauczanie w wieku rozwojowym. Forum Oświatowe, 2(25), 43–59.
  • Jacobsen, T., Huss, M., Fendrich, M., Kruesi, M. P. i Ziegenhain, U. (1997). Children's ability to delay gratification: longitudinal relations to mother–child attachment. The Journal of Genetic Psychology: Research and Theory on Human Development, 158(4), 411–426.
  • Kennedy, J. H. i Kennedy, C. E. (2004). Attachment theory: implications for school psychology. Psychology in the Schools, 41(2), 247–259.
  • Kwon, Y. I. (2002). Western influences in Korean preschool education. International Education Journal, 3(3), 153–164.
  • Liberska, H. i Suwalska, D. (2011). Styl przywiązania a relacje partnerskie we wczesnej dorosłości. Psychologia Rozwojowa, 16(1), 25–39.
  • Lieberman, A. (1992). Infant-parent psychotherapy with toddlers. Development and Psychopathology, 4, 559–574.
  • Lyons-Ruth, K., Alpern, L. i Repacholi, B. (1993). Disorganized infant attachment classification and maternal psychosocial problems as predictors of hostile-aggressive behavior in the preschool classroom. Child Development, 64(2), 572–585.
  • Main, M. (1990). A typology of human attachment organisation assessed with discourse, drawings and interviews. New York, NY: Guilford Press.
  • Marchwicki, P. (2004). Style przywiązania a postawy rodzicielskie. Doniesienie z badań. Roczniki Psychologiczne, 7(2), 81–103.
  • Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E. i Tuckey, M. (2002). Maternal mind–mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73(6), 1715–1726.
  • Mikulincer, M. i Shaver, P. R. (2007). Attachment in adulthood: structure, dynamics, and change. New York, NY: Guilford Press.
  • Nowotnik, A. (2014). Środowisko rozwoju dzieci w wieku szkolnym: potrzeby dziecka a jakość rodzinnej i pozarodzinnej oferty edukacyjnej. W: A. I. Brzezińska, J. Matejczuk, P. Jankowski i M. Rękosiewicz (red.). Sześciolatki w szkole: rozwój i wspomaganie rozwoju (s. 59–73). Poznań: Wydawnictwo Fundacji Humaniora.
  • O’Connor, E. i McCartney, K. (2007). Examining teacher–child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44(2), 340–369.
  • Pennington, B. F. i Ozonoff, S. (1996). Executive Functions and developmental psychopatology. Journal of Child Psychology and Psychiatry, 37(1), 51–87.
  • Pianta, R. C. i Steinberg, M. S. (1992). Teacher-child relationships and the process of adjusting to school. W: R. C. Pianta (red.), New directions in child development (t. 57: Beyond the parent: the role of other adults in children’s lives, s. 61–79). San Francisco, CA: Jossey–Bass.
  • Pianta, R. C., Steinberg, M. S., Rollins, K. B. (1995). The first two years of school: teacher–child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7(2), 295–312.
  • Sabbagh, M., Xu, F., Carlson, S., Moses, L., Lee, K. (2006). The development of executive functioning and theory of mind. A comparison of Chinese and U.S. preschoolers. Psychological Science, 17(1), 74–81.
  • Salonen, P., Leopla, J. i Vauras, M. (2007). Scaffolding interaction in parent-child dyads: multimodal analysis of parental scaffolding with task and non-task oriented children. European Journal of Psychology of Education, 22(1), 77–96.
  • Smilansky, S. i Shefatya, L. (1977). Adjustment rating scale. Jerusalem: The Henrietta Szold Institute, National Institute for Research in the Behavioral Sciences.
  • Solomon, J. i George, C. (2008). The Measurement of attachment security and related constructs in infancy and early childhood. W: J. Cassidy i P. R. Shaver (red.), Handbook of attachment: theory, research and clinical applications (s. 383–418). New York, NY: The Guilford Press.
  • Stawicka, M. (2008). Autodestruktywność dziecięca w świetle teorii przywiązania. Poznań: Wydawnictwo Naukowe UAM.
  • Thomas, A. i Chess, S. (1977). Temperament and development. New York, NY: Brunner/Mazel.
  • Vinden, P. G. (2001). Parenting attitudes and children's understanding of mind. A comparison of Korean American and Anglo-American families. Cognitive Development, 16(3), 793–809.
  • Warren, S., Huston, L., Egeland, B. i Sroufe, L. A. (1997). Child and adolescent anxiety disorders and early attachment. Journal for the American Academy of Child and Adolescent Psychiatry, 36(5), 637–644.
  • Waters, E. (1995). Appendix A: the attachment Q-SET (Version 3.0). Monographs of the Society for Research in Child Development, 60 (2–3, Serial No. 244).
  • Wentzel, K. R. (1997). Student motivation in middle school: the role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411–419.
  • Wood, D. (2006). Jak dzieci uczą się i myślą. Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.
  • Woodcock, R. W., McGrew, K. S. i Mather, N. (2001). Woodcock–Johnson III Tests of Achievement. Itasca, IL: Riverside Publishing.
  • Wygotski, L. S. (1971). Wybrane prace psychologiczne. Przeł. E. i J. Flesznerowie. Warszawa: PWN.
  • rlson, S. M., Deschênes, M. i Matte-Gagné, C. (2012). Social factors in the development of early executive functioning: a closer look at the caregiving environment. Developmental Science, 15(1), 12–24.
  • Bernier, A., Carlson, S. M. i Whipple, N. (2010). From external regulation to self-regulation: early parenting precursors of young children’s executive functioning. Child Development, 81(1), 326–339.
  • Bowlby, J. (1982). Attachment and loss (t. 1: Attachment, wyd. 2). New York, NY: Basic Books.
  • Bretherton, I. i Munholland, K. (1999). Internal working models in attachment relationships: A construct revisited. W: J. Cassidy i P.R Shaver (red.), Handbook of attachment (s. 89–114). New York, NY: Milford Press.
  • Bretherton, I., Ridgeway, D. i Cassidy, J. (1990). Assessing internal working models of the attachment relationship: an attachment story completion task for 3-year-olds. W: M. Greenberg, D. Cicchetti i E. M. Cummings (red.), Attachment in the preschool years: theory, research, and intervention (s. 273–308). Chicago, IL: University of Chicago Press.
  • Brzezińska, A. I., Matejczuk, J. i Nowotnik, A. (2012). Wspomaganie rozwoju dzieci 5–7 letnich a ich gotowość do radzenia sobie z wyzwaniami szkoły. Edukacja, 117(1), 7–22.
  • Brzezińska, A. I. i Nowotnik A. (2012). Funkcje wykonawcze a osiągnięcia szkolne dzieci w wieku przedszkolnym i wczesnoszkolnym. Edukacja, 117(1), 61–74.
  • Caspi, A., Block, J., Block, J. H. i Klopp, B. (1992). A «common-language» version of the California Child Q-Set for Personality Assessment. Psychological Assessment, 4(4), 512–523.
  • Cassidy, J. (1994). Emotion regulation: influences of attachment relationships. W: N. Fox (red.), The development of emotion regulation: monographs of the Society for Research in Child Development, 59(2–3), 228–249.
  • Cerqueira, J. J., Mailliet, F., Almeida, O. F., Jay, T. M. i Sousa, N. (2007). The prefrontal cortex as a key target of the maladaptive response to stress. Journal of Neuroscience, 27(11), 2781–2787.
  • Cohn, D. (1990). Child-mother attachment of six-year-olds and social competence at school. Child Development, 61(1), 152–162.
  • Davila, J. i Kashy, D. A. (2009). Secure base processes in couples: daily associations between support experiences and attachment security. Journal of Family Psychology, 23(1), 76–88.
  • DeMulder, E., Denham, S., Schmidt, M. i Mitchell, J. (2000). Q-sort assessment of attachment security during the preschool years: links from home to school. Developmental Psychology, 36(2), 274–282.
  • Dewitte, M. (2011). Adult attachment and attentional inhibition of interpersonal stimuli. Cognition and Emotion, 25(4), 612–625.
  • Dunn, J., Brown, J., Slomkowski, C., Tesla, C. i Youngblade, L. (1991). Young children's understanding of other people's feelings and beliefs: Individual differences and their antecedents. Child Development, 62(6), 1352–1366.
  • Gillath, O., Giesbrecht, B. i Shaver, P. R. (2009). Attachment, attention, and cognitive control: attachment style and performance on general attention tasks. Journal of Experimental Social Psychology, 45(4), 647–654.
  • Goossens, F. A., IJzendoorn, M. H. van (1990). Quality of infants’ attachment to professional caregivers: relation to infant–parent attachment and day-care characteristics. Child Development, 61(3), 832–837.
  • Granot, D. i Mayseless, O. (2001) Attachment security and adjustment to school in middle childhood. International Journal of Behavioral Development, 25(6), 530–541.
  • Greenberg, G. E., Hickman, C.W. (1991). Research and practice in parent involvement: implications for teacher education. Elementary School Journal, 91(3), 279–288.
  • Grossmann, K. E., Grossmann, K. i Waters, E. (2005). Attachment from infancy to adulthood: the major longitudinal studies. New York: Guilford Press.
  • Hamre, B. i Pianta, R. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.
  • Howes, C. (1999). Attachment relationships in the context of multiple caregivers. W: J. Cassidy i P. R. Shaver (red.), Handbook of attachment (s. 671– 687). New York, NY: Milford Press.
  • Howes, C. i Hamilton, C. E. (1992a). Children’s relationships with caregivers: mothers and child care teachers. Child Development, 63(4), 859–866.
  • Howes, C. i Hamilton, C. E. (1992b). Children’s relationships with child care teachers: Stability and concordance with parental attachments. Child Development, 63(4), 867–878.
  • Howes, C. i Ritchie, S. (1999). Attachment organization in children with difficult life circumstances. Development and Psychopathology, 11(2), 251–268.
  • Hughes, J. N., Cavell, T. A. i Willson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39(4), 289–301.
  • Hughes, J. N., Luo, W., Kwok, O.-M. i Loyd, L. K. (2008). Teacher–student support, effortful engagement, and achievement: a 3-year longitudinal study. Journal of Educational Psychology, 100(1), 1–14.
  • Iniewicz, G. (2008). Zaburzenia emocjonalne u dzieci i młodzieży z perspektywy teorii przywiązania. Psychiatria Polska, 43(5), 671–682.
  • Jabłoński, S. (2001). Być bliżej dziecka. Efektywne nauczanie w wieku rozwojowym. Forum Oświatowe, 2(25), 43–59.
  • Jacobsen, T., Huss, M., Fendrich, M., Kruesi, M. P. i Ziegenhain, U. (1997). Children's ability to delay gratification: longitudinal relations to mother–child attachment. The Journal of Genetic Psychology: Research and Theory on Human Development, 158(4), 411–426.
  • Kennedy, J. H. i Kennedy, C. E. (2004). Attachment theory: implications for school psychology. Psychology in the Schools, 41(2), 247–259.
  • Kwon, Y. I. (2002). Western influences in Korean preschool education. International Education Journal, 3(3), 153–164.
  • Liberska, H. i Suwalska, D. (2011). Styl przywiązania a relacje partnerskie we wczesnej dorosłości. Psychologia Rozwojowa, 16(1), 25–39.
  • Lieberman, A. (1992). Infant-parent psychotherapy with toddlers. Development and Psychopathology, 4, 559–574.
  • Lyons-Ruth, K., Alpern, L. i Repacholi, B. (1993). Disorganized infant attachment classification and maternal psychosocial problems as predictors of hostile-aggressive behavior in the preschool classroom. Child Development, 64(2), 572–585.
  • Main, M. (1990). A typology of human attachment organisation assessed with discourse, drawings and interviews. New York, NY: Guilford Press.
  • Marchwicki, P. (2004). Style przywiązania a postawy rodzicielskie. Doniesienie z badań. Roczniki Psychologiczne, 7(2), 81–103.
  • Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E. i Tuckey, M. (2002). Maternal mind–mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73(6), 1715–1726.
  • Mikulincer, M. i Shaver, P. R. (2007). Attachment in adulthood: structure, dynamics, and change. New York, NY: Guilford Press.
  • Nowotnik, A. (2014). Środowisko rozwoju dzieci w wieku szkolnym: potrzeby dziecka a jakość rodzinnej i pozarodzinnej oferty edukacyjnej. W: A. I. Brzezińska, J. Matejczuk, P. Jankowski i M. Rękosiewicz (red.). Sześciolatki w szkole: rozwój i wspomaganie rozwoju (s. 59–73). Poznań: Wydawnictwo Fundacji Humaniora.
  • O’Connor, E. i McCartney, K. (2007). Examining teacher–child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44(2), 340–369.
  • Pennington, B. F. i Ozonoff, S. (1996). Executive Functions and developmental psychopatology. Journal of Child Psychology and Psychiatry, 37(1), 51–87.
  • Pianta, R. C. i Steinberg, M. S. (1992). Teacher-child relationships and the process of adjusting to school. W: R. C. Pianta (red.), New directions in child development (t. 57: Beyond the parent: the role of other adults in children’s lives, s. 61–79). San Francisco, CA: Jossey–Bass.
  • Pianta, R. C., Steinberg, M. S., Rollins, K. B. (1995). The first two years of school: teacher–child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7(2), 295–312.
  • Sabbagh, M., Xu, F., Carlson, S., Moses, L., Lee, K. (2006). The development of executive functioning and theory of mind. A comparison of Chinese and U.S. preschoolers. Psychological Science, 17(1), 74–81.
  • Salonen, P., Leopla, J. i Vauras, M. (2007). Scaffolding interaction in parent-child dyads: multimodal analysis of parental scaffolding with task and non-task oriented children. European Journal of Psychology of Education, 22(1), 77–96.
  • Smilansky, S. i Shefatya, L. (1977). Adjustment rating scale. Jerusalem: The Henrietta Szold Institute, National Institute for Research in the Behavioral Sciences.
  • Solomon, J. i George, C. (2008). The Measurement of attachment security and related constructs in infancy and early childhood. W: J. Cassidy i P. R. Shaver (red.), Handbook of attachment: theory, research and clinical applications (s. 383–418). New York, NY: The Guilford Press.
  • Stawicka, M. (2008). Autodestruktywność dziecięca w świetle teorii przywiązania. Poznań: Wydawnictwo Naukowe UAM.
  • Thomas, A. i Chess, S. (1977). Temperament and development. New York, NY: Brunner/Mazel.
  • Vinden, P. G. (2001). Parenting attitudes and children's understanding of mind. A comparison of Korean American and Anglo-American families. Cognitive Development, 16(3), 793–809.
  • Warren, S., Huston, L., Egeland, B. i Sroufe, L. A. (1997). Child and adolescent anxiety disorders and early attachment. Journal for the American Academy of Child and Adolescent Psychiatry, 36(5), 637–644.
  • Waters, E. (1995). Appendix A: the attachment Q-SET (Version 3.0). Monographs of the Society for Research in Child Development, 60 (2–3, Serial No. 244).
  • Wentzel, K. R. (1997). Student motivation in middle school: the role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411–419.
  • Wood, D. (2006). Jak dzieci uczą się i myślą. Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.
  • Woodcock, R. W., McGrew, K. S. i Mather, N. (2001). Woodcock–Johnson III Tests of Achievement. Itasca, IL: Riverside Publishing.
  • Wygotski, L. S. (1971). Wybrane prace psychologiczne. Przeł. E. i J. Flesznerowie. Warszawa: PWN.
Notes
http://www.edukacja.ibe.edu.pl/images/numery/2014/2-1-nowotnik-wczesnodzieciece.pdf
Document Type
Publication order reference
Identifiers
ISSN
0239-6858
YADDA identifier
bwmeta1.element.desklight-a1da3f41-38e6-496d-b149-6aac688000fd
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