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

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.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Family and Child Development

Department dc:contributor.department

Family and Child Development

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

1991

Author dc:creator

• Martin, Doris M.

Chair dc:contributor.committeechair

• Fu, Victoria

Committee members dc:contributor.committeemember

• Benson, Mark
• Parks, David J.
• Sawyers, Janet K.
• Sporakowski, Michael J.

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

etd-07282008-135321

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/38953