Child Care Caregiver Sensitivity and Attachment

Changes in child care caregivers' sensitivity and in children's attachment security were examined in three studies. Study one involved 55 children enrolled in community based child care. There was no intervention in these sites. Caregiver responsive involvement and children's attachment security did not change over time or when children changed caregivers. Study two involved 71 toddler age children enrolled in family child care homes. The caregivers of these children were enrolled in a family child care training project. Six months after the training security scores increased and caregivers of children who became secure or remained secure were more sensitive following training. Study three involved 36 children enrolled in center-based child care. Children were observed before and after selective staff replacement and in-service training to increase caregiver sensitivity. Six months following intervention security scores increased and caregivers of children who became secure or remained secure were more sensitive following training.     

Networks of Attachment Relationships in Low-income Children of Mexican Heritage: Infancy through Preschool

Eighty-three low-income Mexican-heritage children (44 girls) and their mothers participated in this research. Children were observed with alternative caregivers at 14, 24, and 36 months of age using the Attachment Q-Set. Most children received regular care from infancy through preschool from relatives and childcare providers. Children had high attachment security scores with both mothers and caregivers. Child–mother and child-alternative caregiver attachment security scores were independent of each other. Children whose mothers did not participate in family clusters were lowest in child–mother attachment security at 14 months. More emotionally sensitive mothers and responsive alternative caregivers were associated with more secure child–adult attachments. Mothers who had more contact with relatives still in Mexico were more likely to have somewhat more positive relations between intrusive interaction and positive attachment relationships than mothers who had less contact.     

Maternal Mental State Language and Preschool Children's Attachment Security: Relation to Children's Mental State Language and Expressions of Emotional Understanding

Mothers’ mental state language in conversation with their preschool children, and children's preschool attachment security were examined for their effects on children's mental state language and expressions of emotional understanding in their conversation. Children discussed an emotionally salient event with their mothers and then relayed the event to a stranger. Compared to mothers of insecurely attached children, mothers of securely attached children used more mental state language and had children who used more mental state language with both mother and stranger, and who expressed more emotional understanding in the mother–child conversation. Maternal mental state language and attachment security made shared contributions to children's mental state language with their mothers. Maternal mental state language accounted for the effects of attachment security on children's expressions of emotional understanding in the mother–child conversation. Mothers’ mental state language to their children may enhance secure attachment and foster children's understanding of mental states in self and others.     

Measuring Infant‐Mother Attachment: Is the Strange Situation Enough?

The purpose of this study was to examine the validity of a new procedure for assessing infant-mother attachment. Sixty children (34 in child care) and their mothers were seen in the Strange Situation (SS) at 17 months and in a new attachment assessment, the California Attachment Procedure (CAP), which does not involve mother-child separations, at 18 months. Overall, children were more likely to be classified as secure in the CAP (83% vs. 67%), but this was particularly true for children with experience in routine nonmaternal care. Of the children in nonmaternal care who were insecure in the SS, 91% were secure in the CAP, whereas of the maternal-care children who were insecure in the SS, only 44% were secure in the CAP. Attachment security in the CAP was more highly correlated with observed maternal sensitivity than was attachment security in the SS, particularly for children in nonmaternal care.     

New Child–Caregiver Attachment Relationships: Entering Childcare When the Caregiver Is and Is Not an Ethnic Match

The goal of the research reported in this article was to examine the process of forming attachment to caregivers in children new to childcare. We examined child and adult behaviors and the adult's perception of the child at entry, and the ethnic/racial match between the child and caregiver as predictors of attachment relationship quality measured six months later. Adult perceptions of the child did not predict attachment security. Children who did not share an ethnic heritage with their caregiver and had conflictual interactions with her at entry or at Time 2 had the lowest attachment security at Time 2. Children who shared an ethnic heritage with their caregivers and either did or did not engage in conflictual interaction and children who did not share an ethnic heritage and had low conflict at entry and at Time 2 were similar in security.     

Children's Attachment Relationships with Day Care Caregivers: Associations with Positive Caregiving and the Child's Temperament

In this study, children's attachment relationships with their professional caregivers in center day care were observed for 48 children. We explored whether more positive caregiving was associated with a more secure attachment relationship and whether this association was stronger for more temperamentally irritable children compared to less irritable children. Trained observers coded the attachment relationship in the day care setting using the attachment Q-sort. The observational record of the caregiving environment was used to assess children's individual experience of positive caregiver–child interaction in the classroom. When caregivers showed more frequent positive caregiving behavior, children showed more secure attachment behavior toward their primary professional caregiver. Temperament was not related to attachment security, nor did it serve as a moderator. Consequently, no support for Belsky's susceptibility hypothesis was found.     

Assessing Attachment Security at Age Three: Q-sort Home Observations and the MacArthur Strange Situation Adaptation

The construction of developmentally appropriate and valid assessments is central to the study of attachment relationships beyond infancy. A common procedure has been that of validating new measures for older children against strange situation classifications obtained in infancy. Although reasonable, a key criterion against which to validate new measures should include concurrent secure base behavior in naturalistic settings. The purpose of this study was to investigate whether three‐year‐olds' (N = 45) ability to use their mother as a secure base at home was related to their strange situation classifications when using the MacArthur classification system. Behavior in the strange situation was coded by two experts, and independent observers described secure base behavior at home with the attachment Q‐Set. Results indicated that strange situation classifications were not related to either global q‐set security scores or specific scale scores that reflect the quality of child–mother interactions at home.     

Children's participation in post-divorce decision-making: The role of conflict and attachment

Increased child participation in decision-making about custody and visitation when parents separate is an explicit political goal. This study delineates central family processes associated with child participation in post-divorce decision-making, both in mediation and in the home. Children recruited to the Dynamics of Family Conflict Study at Norwegian family counselling centres (7–15 years, n = 554) completed surveys about interparental conflict, attachment security and whether they had been invited to participate in mediation and share their views at home. Results showed a strong correlation between the two decision-making arenas as children who were invited to participate in mediation were also more likely to have been asked about their views at home, and vice versa. Mixed-effects logistic regression analyses indicated that attachment security to mothers predicted that children were invited to participate in mediation. Older children were more likely to have been invited to participate both at home and in mediation. More child-related interparental conflicts predicted that children did not know if they had been consulted at home. The study points to the need for developing better practices for including younger children.     

Impact of child care arrangements on Australian children's cognitive outcome: moderation effects of parental factors

This study examines the effects of child care arrangements on children's cognitive outcomes. It is a secondary analysis, using data on 5107 children born in 2004 and their families from Growing Up in Australia: The Longitudinal Study of Australian Children. Data were collected in 2004 (Wave One), in 2006 (Wave Two) and in 2008 (Wave Three). This study asks (i) Do children receiving non‐parental child care have different cognitive developmental outcomes at ages 4–5, compared with those who never had non‐parental child care during the first 3 years of life? Do parental factors affect these associations?; and (ii) among children with non‐parental child care, do child care characteristics such as types of care, quantity, entry age and stability of child care affect child outcomes? Do parental factors affect child outcomes? The study's findings suggest that children in non‐parental child care had higher Peabody Picture Vocabulary Test scores at age 5. Among children in non‐parental child care arrangements, quantity and entry age of non‐parental child care affected children's cognitive developmental outcomes. Along with child care arrangements, parental mental health was associated with children's cognitive outcomes.     

Attachment and Joint Problem-Solving Experiences During the Preschool Period

This study examined how attachment quality, measured during the preschool period using the Waters & Deane Q-Sor. (1985). affects preschoolers' collaborative problem-solving interactions. We compared collaborative styles of 19 securely- and 18 insecurely-attached three and four year olds during a grocery planning task with mother and then a strange female adult who was also the mother of a preschool child. Results indicated that securely-attached preschoolers were more likely to show task-relevant and metacognitive behavior in both contexts and performed better with the stranger than did their insecure peers. The collaborative style of mothers of secure children was more in synchrony with secure children's level of participation in the task than with that of insecure children who were less focused on goal-directed task activities. Strangers were generally less structuring than mothers particularly with insecure children. Interestingly, the security status of the stranger's own child did not influence her collaborative style with an unfamiliar preschooler. Results are discussed with reference to concepts from both attachment and Vygotskian theories.     

Battling parenting: The consequences of secure care interventions on parents

Secure care in Sweden is the most intrusive child welfare intervention, and children and their family members have restricted contact. For each child in secure care, there are at least twice as many affected family members and parents who must manage the consequences of this institutionalization. Clearly, it is just as important to understand how secure care affects parents as it is to understand how secure care affects children. To address this issue, we conducted in-depth interviews with 11 parents to eight children who had been placed in secure care during their childhood, focusing on the institutional and societal structures that affected these parents and their parenting. With a narrative approach, stories alluding to a metaphor of war are identified. These stories reveal how all parents (but especially single mothers) are affected by their diverse socio-economic positions and the rigid frames of family life presumed by child welfare interventions. In these narratives, parenting emerges as a social practice rather than a skill. Above all, the stories demonstrate a great deal of vulnerability and sensitivity of parenting. The findings raise critical questions about the meaning and overarching consequences of institutional interventions in a family life.     

Children in Secure Accommodation

Correspondence to Professor Robert Harris, Pro-Vice-Chancellor, Department of Social Policy and Professional Studies, The University of Hull, Hull HU6 7RX. Summary This paper describes the characteristics of a sample of children(N = 399) being held in secure accommodation in eleven localauthorities prior to the implementation of the Children Act1989. It is argued that secure accommodation cannot be divorcedfrom other aspects of child care policy and practice; that anyconfidence that problems of excessive or variable usage canbe removed by more restrictive legislation is largely misplaced;that when social workers resort to secure accommodation it isoften through a combination of ‘worry’ about anunpredictable child and uncertainty as to what else to do; andthat since not all children in secure accommodation wish toleave it (and the more secure accommodation constitutes goodquality child care the more children are likely to want to stay)a ‘rights’ framework, though necessary, is not asufficient moral or conceptual basis for developing secure accommodationpolicy and practice.     

Attachment to Mothers and Fathers during Middle Childhood: Associations with Child Gender, Grade, and Competence

Attachment relationships of first, third, and fifth graders with their mothers and fathers, and their associations with self‐perceived and teacher‐rated competence, were investigated. Children rated their attachment security with mothers and fathers using the Kerns security scale. Children's perceptions of academic and peer competence were measured using Harter's self‐perception profile, and teachers also rated children's competence. Girls felt greater attachment security to their mothers than to their fathers, and boys felt greater attachment security to their fathers than did girls. Greater attachment security with both mothers and fathers was associated with children's perceptions of greater peer and academic competence, and this association was stronger for older children. A greater sense of attachment security with both parents was associated with greater competence than a sense of attachment security with only one parent. Teacher‐rated competence was significantly related to attachment security with mothers but not fathers.     

Theory of mind as a mechanism linking mother–toddler relationship quality and child–friend interaction during the preschool years

Children's relationships with parents and peers have been examined as predictors and outcomes, respectively, of theory of mind (ToM). Yet, these two lines of inquiry have remained largely distinct. The current study bridges this gap. Mother–child coordinated interaction and attachment security (continuous rating) were assessed at 2.8 years (N = 128 dyads), ToM was assessed at 3.3, 4.8, and 5.4 years, and child–friend interaction was observed at 4.8 and 5.4 years. Controlling for child expressive language ability at 2.8 years, mother–child coordinated interaction predicted more complex child–friend play and less child–friend conflict via more advanced ToM. No indirect effects from attachment security to friendship quality via ToM emerged. Attachment group status (secure vs. insecure), however, moderated ToM‐friendship associations, such that (a) more advanced ToM predicted more socially complex play with friends, and (b) more conflict with friends predicted more advanced ToM, but only for children classified as secure.     

Security of Attachment as a Predictor of Symbolic and Mentalising Abilities: A Longitudinal Study

The development of symbolic and mentalising abilities was examined in 33 children whose security of attachment had been assessed in infancy. It was found that securely attached children: (i) were better able to incorporate an experimenter's play suggestions into their sequences of symbolic play at 31 months; and (ii) performed better on a version of Wimmer and Perner's (1983) unexpected transfer task at age 4. There was also evidence of superior mentalising abilities among the secure group at age 5, despite no group differences being found in general cognitive ability. We suggest that these security-related differences might be related to mothers' propensity to treat their securely attached children as individuals with minds. In support of this hypothesis, mothers in the secure group adopted more sensitive tutoring strategies, and were more likely to describe their children in terms of their mental characteristics. Possible developmental pathways linking security of attachment in infancy with subsequent development were investigated using path analyses.     

A Longitudinal Study of Mother-Child Relationships and Theory of Mind in the Preschool Period

To investigate individual differences in theory of mind acquisition, this study examined whether different aspects of early mother-child relationships contributed to the development of false belief understanding at the close of the preschool period. Forty-six mother and child pairs were seen when children were two and again at five years of age. At age two, home-based Q-sort observations of attachment security and maternal sensitivity were made, and mothers completed a number of self-report measures to create an aggregate of maternal emotional distress. At age five, attachment security and maternal distress were reassessed, and false belief tasks were administered that were based on unexpected identities and locations of objects. In addition, attachment-relevant false belief tasks involving separation from caregivers were also used, which children found significantly more difficult than tasks involving objects. Age five security predicted object location task performance. Maternal sensitivity and emotional distress at age two predicted later caregiver location task performance, even controlling for age five measures. These results support a growing literature on the importance of relationship processes and parenting context to theory of mind acquisition.     

Attachment‐facilitating interactions in non‐kin foster families

This study aims to analyse the interaction between children in foster care and their main caregivers during a microcoded co‐construction task, focusing on the verbal and non‐verbal behaviours that the adults use to promote a secure attachment in the child. It also examines how children and caregivers' socio‐demographic variables relate to the interaction. The sample is made up of 28 Spanish children between 4 and 9 years old in long‐term non‐kin foster care and their foster families. The building task was administered to 28 dyads, composed of the child and the main caregiver in each family. Our results showed that the caregivers' use of attachment‐facilitating behaviours was frequent during the interaction. Moreover, children tended to display a positive attitude when adults used these attachment‐facilitating behaviours. We also found some differences in the interaction according to the caregivers and children's age, the child's gender and the caregivers' satisfaction with the child's development. These results offer us a better understanding of the functioning of the adult–child relationships in foster families, which helps us make more efficient interventions to improve the caregivers' sensitivity towards the children's needs and difficulties.     

Ascertaining the wishes and feelings of young children: social workers' perspectives on skills and training

The research was undertaken in the context of the ongoing debate about child care social work training and children's participation. Its aim was to explore the views of qualified child care social workers about their skills in eliciting the wishes and feelings of younger children and the relevance of social work training for this task. Questionnaires, focusing on their skills and training, were completed by 70 UK child care practitioners from the Children and Families Court Advisory and Support Service, voluntary agencies and local authorities. On average, practitioners felt able to ascertain the feelings and wishes of children as young as 4 years old. Nevertheless, at qualifying level, only 30% had training in communicating with young children, 16% in ascertaining children's feelings and wishes, and 66% in child development. Many had subsequently relied on in‐service training and their own initiatives to acquire further skills and understanding. In conclusion, most participants were experienced practitioners working in supportive organizations and had developed considerable communication skills. However, concerns remain because they identified deficits in child care social work qualifying and post‐qualifying training. Consequently, more effective training at all levels is required if social workers are to engage younger children successfully and facilitate their participation.     

Towards a second‐order view of child protection placement‐related decision‐making

Child protection workers are tasked with prioritizing and facilitating safe, secure and preferably, long‐term care arrangements for children and adolescents living within the child protection system. Recognizing the complexities associated with this task, this paper will propose that the application of theory – namely attachment theory and family systems theory – may aid in the conceptualization of placement decision‐making within the context of child protection practice. In particular, this paper will describe a framework entitled: Towards a second‐order view of child protection placement‐related decision‐making. This framework assumes the position that the ideals of relationship security and permanency of placement are more accessible in instances in which practitioners are able to locate themselves within temporary, stabilized but ultimately evolving systems. Specifically, the practitioner is encouraged to conceptualize where their individual selves, the broader child protection system and family system are located at any one point in time, whilst also identifying the direction in which these systems should be moving.     

Attachment and adaptive skills in children of international adoption

The attachment pattern of a sample of 168 internationally adopted children was explored in this study using the semi‐structured Friends and Family Interview. The pattern was analysed in relation to the development of adaptive skills as an expression of the children's resilience. The secure attachment pattern rates were slightly lower and the insecure attachment patterns were considerably higher than those of normative samples from the previous studies. The children from Eastern Europe demonstrated a more insecure attachment pattern (odds ratio [OR]= 2.46; confidence interval [CI]= 1.23–3.94), and their scores on the adaptive skills scales were lower than the scores of children from other countries (OR = 2.62; 95% CI = 1.02–6.72). These results help to identify the groups at risk of failing to develop secure attachment patterns and appropriate adaptive skills, and should provide valuable information for designing effective interventions.