The children in Study 2 were originally part of a dissertation completed by Carol Rodning. We are indebted to her foresight in setting up this longitudinal study and in her guidance in attachment procedures and interpretation. Thanks to the research team who worked on the two longitudinal studies: Darlene Galluzzo, Catherine Matheson, Kristin Droege, Leslie Philipsen, Ellen Wolpow, Jacqueline Moore, Fang Wu, Lisabeth Meyers, and Annette Groen. The research could not have been completed without the cooperation of the participating families and child care teachers.
Children's Relationships with Child Care Teachers: Stability and Concordance with Parental Attachments
Version of Record online: 28 JUN 2008
Volume 63, Issue 4, pages 867–878, August 1992
How to Cite
Howes, C. and Hamilton, C. E. (1992), Children's Relationships with Child Care Teachers: Stability and Concordance with Parental Attachments. Child Development, 63: 867–878. doi: 10.1111/j.1467-8624.1992.tb01667.x
- Issue online: 28 JUN 2008
- Version of Record online: 28 JUN 2008
In order to examine caregiving relationships of children enrolled in childcare, two longitudinal samples of children, n 72 and n= 106, were followed from infancy through preschool. Maternal attachment as assessed by the Strange Situation, 4-year-old reunion behavior, and by the Attachment Q-Set tended to be stable across time. Children's teacher-child relationship quality, as measured by the Attachment Q-Set, was stable if the teacher remained the same. When the teacher changed, teacher-child relationship quality tended to be unstable until the children were 30 months old. After 30 months, relationship quality with teachers tended to be stable regardless of whether or not the teacher changed. Maternal and teacher relationships were nonconcordant. There were few interactions between adult caregiver relationship quality and age of entry into child care or intensity of child care.