A secure base from which to regulate: Attachment security in toddlerhood as a predictor of executive functioning at school entry
In light of emerging evidence suggesting that the affective quality of       parent-child relationships may relate to individual differences in young       children's executive functioning (EF) skills, the aim of this study was to       investigate the prospective associations between attachment security in       toddlerhood and children's EF skills in kindergarten. Mother-child dyads (N =       105) participated in 2 toddlerhood visits in their homes, when children were 15       months and 2 years of age. Mother-child attachment security was assessed with the       Attachment Q-Sort during both these visits. When children were in kindergarten       (ages 5-6), they were administered a battery of EF tasks, and their teachers       completed the Behavior Rating Inventory of Executive Function to assess       children's EF problems. The results indicated that kindergarteners who were more        securely attached to their mothers in toddlerhood showed better performance on       all EF tasks, and were considered by their teachers to present fewer EF problems        in everyday school situations. These results held above family socioeconomic       status (SES) and child age, sex, and general cognitive functioning. The fact that       early attachment security uniquely predicted both teacher reports and children's        objective EF task performance suggests that parent-child attachment may be a       promising factor to consider in the continuing search for the social antecedents        of young children's EF.
Attachment security Executive functioning Kindergarten School entry.