The purpose of this study was to develop the observational scheme of child's free play in kindergarten (OFP) and examine the associations between child's attachment to his/her kindergarten teacher ...(CAKT) and: (1) cognitive and social play behaviour, (2) child's contacts with his/her peers and teacher during free play session in kindergarten, and (3) child's personality characteristics. One hundred and one children (57.4% male) participated in the research. Children's ages ranged from 24 to 74 months (M = 51.4; SD = 12.0). Trained observers filled in the OFP, CAKT and the inventory of child individual differences (ICID). Play behaviour was observed at kindergarten during free play sessions of 60 minutes, and cognitive and social play categories were coded. Metric characteristics of the OFP appeared to be satisfactory. Results revealed significant correlations between children's secure and resistance attachment to their kindergarten teachers and cooperative play, the contacts with their peers and teachers during free play session in kindergarten and their personality characteristics. In future, it will be necessary to analyse the causational associations between discovered variables.
The purpose of this article was to introduce the newly developed scale of Child's Attachment to his/her Kindergarten Teacher and adapted scales of child's attachment to his/her mother and father. The ...main goal of the research was to analyze the relationships between child's attachment to his/her mother, father and kindergarten teacher. One hundred and seventy-eight kindergarten children (49% boys) and their mothers (n = 67), fathers (n = 57) and kindergarten teachers (n = 23) participated in the research. Children's ages ranged from 36 to 82 months. Little evidence was found for concordance in attachment quality between child-mother and child-father, and non-concordance between child-parent and child-teacher.
In the theoretical part of this paper, the author gives answers to the question of whether a real attachment relationship can exist between a child and a non-maternal caretaker. She introduces ...diagnostic meaning of children's drawings. The purpose of the study was to investigate how children's social behavior and their attachment to the kindergarten teachers (secure, anxious) are represented in their drawings entitled 'Myself in the kindergarten'. Ninety-five children (50.5% boys), ranging from 3 to 6 years of age, and their kindergarten teachers participated in the study. Teachers completed the questionnaire about children's social behavior-SV-O and types of attachment were determined on the basis of the evaluations the teachers gave on the revised version of the Attachment Q-set and the evaluation scale of the child's behavior toward pre-school teacher, the CBPT. The children received instructions to draw themselves in the kindergarten, their kindergarten teacher, a coeval, and a toy. As the drawing task was complete, the teachers carried out a structured interview with the child about his/her drawing. Differences in drawing signs were found to reflect children's social behavior and the quality of their relationship toward the kindergarten teacher. This paper also presents the limitations of the research, which should be considered in the interpretation of the obtained results.
The author describes the characteristics of established methods for measuring the child's self-perception. She points out that in creating the instruments for measuring the self-perception of ...preschool children and children in the lower grades of elementary school, it is necessary to take into account some of their developmental psychological characteristics, such as short-span attention, inconsistency in their answers, tendency to give socially acceptable answers, etc. A new self-report instrument, the Scale of Self-Perception for School Children (SPSC) is described. The scale was tested in research which involved 240 children attending the first to fourth grades of elementary school (they are from 7 to 11 years old). The purpose of the study is to investigate the psychometric properties of SPSC. Dimensionality, internal consistency, and validity of the scale were adequate. Girls rated themselves higher on academic competence and artistic aesthetic competence and interest in artistic activities, while boys rated themselves higher on negative behaviour and motor competence. Significant grade differences were found in self-perception of anxiousness and social acceptance. Replication studies using clinical groups and samples from different cultures will be needed to assess the generalizability of the results.
The paper analyzes the relationships between the quality of the child's attachment to her/his parents and the child's capacity of socializing, her/his productivity, behavioural problems, neurosis, ...anxiety and self-evaluation. A study involving teachers and parents of 90 preschool children was carried out. Questionnaire on the behavioural responses of children (Horvat, 1986) was used which I expanded by adding postulates of the child's self-evaluation. To determine the quality of the child's attachment an evaluation scale was constructed, which I validated by means of observing the child's behavior toward the parents in kindergarten. The validity of two categories (e.g. "security" and "avoidance") was confirmed. The research indicated the existence of a positive relation between the child's attachment and the way the child adapts in general. The results failed to confirm only the hypotheses regarding the phenomenon of neurotic symptoms.
In "Socialization of Achievement Attitudes and Beliefs: Parental Influences" (Child Development, 1982, 53, 310-321), J. Eccles Parsons, T. F. Adler, & C. M. Kaczala concluded that the meaning parents ...attach to a child's specific cognitive competence is linked to the child's self-evaluation of that same area of skills. Here, this hypothesis is tested using interview data from first-graders (N = 134) in Slovenia. Analysis shows that children do not understand the meanings that parents attribute to various skills. Various factors, eg, sports skills, school performance, popularity, behavior, & external appearance, are viewed differently by parents & children. The strongest associations are seen for those traits whose meaning is linked to how much the parents love their children: the security afforded by parents' love leads to the child's confidence at school. 5 Tables, 2 Figures, 14 References. Adapted from the source document.
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