Early Childhood Educators Beliefs
Secure attachments between a child and their primary caregiver plays a pivotal role in the healthy growth and development of young children; children who develop secure attachment relationships with their primary caregiver will have greater positive relationships with others, self-esteem, and academic success (Buyse, Vershueren, & Doumen, 2011). Current research in attachment theory has identified attachment relationships occurring with parents and caregivers such as early childhood educators (ECEs) (Vershueren & Koumen, 2012). Research suggests that teacher-child attachment relationships are prevalent in classrooms and teachers may play a moderating role in children’s existing attachments (Buyse, Vershueren, & Doumen, 2011). Little is known about ECEs beliefs about attachment. Therefore, the present study will examine ECEs beliefs about the importance of attachment relationships. Participants for the current study will consist of approximately 50 ECEs from the San Bernardino County. Participants will complete the “Early Childhood Teachers Beliefs” survey, containing 21 items exploring beliefs about the importance of attachment and 3 open-ended questions. The current study will examine two research questions: What are ECEs beliefs on the importance of attachment? and Do ECEs beliefs vary based on ECEs’ level of education? It is hypothesized, in general ECEs will report that attachment is relatively important when interacting with the young children in their classroom. It is also hypothesized that ECEs with higher levels of education will report attachment as being more important that ECEs with lower levels of education. Results will be discussed with regard to the present sample and future research directions.
"Early Childhood Educators Beliefs,"
OSR Journal of Student Research: Vol. 5
, Article 338.
Available at: https://scholarworks.lib.csusb.edu/osr/vol5/iss1/338