Attachment and Joint Problem‐Solving Experiences During the Preschool Period
Bibliographic Data
| ID | 12686249 |
|---|---|
| Authors | Ellen Moss (0000-0001-8821-8984, Université du Québec à Montréal, corresponding author), Catherine Gosselin (0000-0002-2041-1347, Université du Québec à Montréal) |
| Year | 1997 |
| Volume | 6 |
| Issue | 1 |
| Pages | 1-17 |
| Publication date | 1997-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Development (JOURNAL) |
| Journal identifiers | ISSN: 1467-9507 • E-ISSN: 0961-205X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-9507.1997.tb00091.x |
| OpenAlex | W2062683909 |
| Language | EN |
| Citations received | 9 |
| References cited | 34 |
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
Attachment theory · Developmental psychology · Period (music · Strange situation · Style (visual arts · Task (project management · Attachment and Relationship Dynamics · Child and Adolescent Psychosocial and Emotional Development · Child and Animal Learning Development · Psychology
Assessing Attachment Security With the Attachment Q Sort
Why Synchrony Matters during Mother-Child Interactions
Peer relations in childhood
Developmental effects of exposure to Intimate Partner Violence in early childhood
Broadening the Study of Infant Security of Attachment
Attachment at school age and academic performance
Correlates of Attachment at Age 3
Attachment theory and intergroup bias
Coping with stress during childhood and adolescence
Attachment and loss
Relationships Between Cognition, Communication, and Quality of Attachment
Continuity of Adaptation in the Second Year
Security of Attachment and Preschool Friendships
Attachment and Dependency in Developmental Perspective
Defining and Assessing Individual Differences in Attachment Relationships
Continuity of Individual Adaptation from Infancy to Kindergarten
The Relationship between Quality of Attachment and Behavior Problems in Preschool in a High-Risk Sample
Attachment Theory
Affective quality of the mother–child relationship
Assessing performance, competence, and executive capacity in infant play
Profiles of peer competence in the preschool
Social and interpersonal determinants of developmental risk
Collaborative problem solving and children's planning skills
Relationship of security of attachment to exploration and cognitive mapping abilities in 2-year-olds
Influence of adult and peer collaborators on children's planning skills
Attachment and loss
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,36 |
| Citation span | 2001 - 2014 (14) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 9 |