Rethinking Attachment for Early Childhood Practice: Promoting Security, Autonomy and Resilience in Young Children

By Sharne A. Rolfe | Go to book overview

8
The preschool years:
Emerging instrumentality

In this chapter, we consider attachment in the preschool period, from three to five years, including peer relationships, and relationships with teachers in the preschool setting. First we consider the increasing sophistication of the attachment relationship as the child's conceptual abilities develop during this phase. Second, behavioural indicators of different attachment patterns—secure and insecure— during the preschool years are described. Finally, the link between attachment-related experiences and social competence are discussed as an introduction to more detailed consideration of emotional and behavioural problems resulting from unmet attachment needs in chapter 13.


Expectations of the preschool period

The preschool period is one in which most children begin to engage—if they have not already done so—in a social and emotional life beyond the family and primary attachment figures. Expectations of the child in regard to peer interactions, friendships, independence, impulse control and emotional self-regulation are generally much

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