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Attachment, parenting, and peer interactions of toddler children
1University of Oregon, USA. bfagot@oregon.uoregon.edu
Insights
Children
Area of Science:
- Developmental Psychology
- Child Psychology
- Social Psychology
Background:
- Parenting styles significantly influence child development.
- Early childhood attachment security is crucial for social competence.
- Peer relations are vital for social and emotional growth in toddlers.
Purpose of the Study:
- To investigate the link between parenting variables and attachment security in toddlers.
- To examine how attachment classification impacts peer interactions.
- To determine the predictive value of parent-child interactions and attachment on peer relations.
Main Methods:
- Longitudinal study of 156 families with toddler children.
- Home observations of parent-child interactions at 18 months.
- Strange Situation assessment for maternal-child attachment classification at 18 months.
- Peer playgroup observations and teacher ratings of social competence from 18 to 24 months.
Main Results:
- Attachment classification significantly predicted peer reactions.
- Insecure-resistant children received fewer positive peer responses.
- Avoidant and insecure-resistant children experienced more negative peer reactions.
- Parent-child interaction quality and attachment security contributed to peer interaction outcomes.
Conclusions:
- Early attachment security is a key factor in toddler peer relationships.
- Parenting behaviors and attachment influence how children navigate social interactions.
- Understanding these early dynamics can inform interventions for social development.
Abstract:
The relation of parenting variables and attachment classification to peer relations was studied for 156 families with toddler children. Children were observed at 18 months of age in the home with their parents and from 18 to 24 months of age in peer playgroups. Playgroup teachers rated the children's ability to get along with their peers. Also when children were 18 months, they were assessed with their mothers in the Strange Situation, and an attachment classification was made. There were significant differences in peer reactions to children of different attachment classifications. Insecure-resistant children received fewer positive reactions to their positive behaviors, and both resistant and avoidant children received more negative reactions to their positive behaviors. Hierarchical regressions were computed to examine the contribution of observed parent-child interactions and the attachment classification to peer interactions.