The relationship between teacher characteristics, child temperament, and center quality, and secure teacher-toddler attachment in child care settings
Pounds, Michelle Elizabeth
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Children benefit cognitively, socially, and emotionally from secure relationships with early childhood teachers. This study identifies specific qualities of early childhood teachers, specifically personal (e.g., marital status), professional (e.g., level of education) and psychological (e.g., emotional expressivity) characteristics, center quality and child temperament that are associated with secure teacher-toddler attachments. Sixty-eight children, their parents, and 37 teachers from 15 child care centers participated in this study. Children ranged in age from 14 to 37 months, with 38 female and 28 male children. This cross-sectional study employed questionnaires and behavioral observations to assess the quality of the teacher-toddler attachment, level of caregiver education and training, child temperament, level of caregiver emotional expressivity and adaptability, and quality of the child care center. Correlational analyses and independentsamples T-Tests were used to show the association between the characteristics of the caregiver, child, child care center, and the quality of the caregiver-child attachment. No correlations were found at the significance level of .05. Results suggest a complex, indirect relationship between teacher characteristics and attachment security.