Parenting in infancy and self-regulation in preschool: an investigation of the role of attachment history.

Parenting and attachment are critical in the emergence of self-regulation (SR) in preschool. However, most studies use general indexes of parenting quality, failing to explore the unique contributions of sensitivity and home quality to SR. Further, the nature of the interplay between parenting and attachment history is not well understood. Using a sample of 938 children from The National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, a series of structural equation models were fit to determine whether sensitivity and home quality concurrently predicted SR at 54 months, and whether attachment mediated or moderated these pathways. Results suggest that both sensitivity and home quality uniquely predict SR. Further, these early parenting variables were each indirectly associated with SR through children's attachment history. That is, higher levels of sensitivity and home quality predicted secure attachment history, which, along with parenting, predicted more advanced SR skills at 54 months. No moderated pathways emerged, suggesting that attachment history may be best conceptualized as a mediating mechanism.

Dyadic analyses of friendship in a sample of preschool-age children attending Head Start: correspondence between measures and implications for social competence.

Friendships among a large sample of preschool-age children (N = 471) attending Head Start were assessed. Based on sociometric data, friendship dyads were identified as reciprocated (mutual choice) or nonreciprocated (unilateral choice). Dyads were further classified with respect to gender composition as either same- or mixed-gender dyads. Older children were more likely to participate in a reciprocated friendship than were younger children and reciprocated dyads were more likely to be same-gender than were nonreciprocated dyads. Analyses of interaction between dyad partners revealed that reciprocated friends interacted more frequently across all categories of interaction coded and looked at each other more frequently than did members of nonreciprocated dyads. For the positive interaction subscore, the friendship status effect was modified by a significant interaction with gender composition such that significant effects of friendship status were obtained only for same-gender dyads. Additional analyses indicated that the average social competence level was greater for reciprocated dyads than for nonreciprocated dyads. The findings suggest that reciprocated friendships are meaningful for preschool-age children and may serve as special socialization contexts in which the repertoire of behavior can be exercised and perhaps improved. They also highlight the salience of same-gender friendships in the preschool classroom.

Friendship and social competence in a sample of preschool children attending Head Start.

Relations between friendship (operationalized as reciprocated or nonreciprocated sociometric choices) and social competence were studied for children (mostly African American) attending Head Start. Initial analyses showed that children with reciprocated friends had higher social competence scores than children without reciprocated friends. Correlations suggested that the number of reciprocated friendships was associated with the social competence indicators studied here. Beyond the cost of having no reciprocated friends, having nonreciprocated friendships was not a liability. Cross-time analyses suggested differing patterns of relations for boys and girls. Having versus not having a reciprocated friend was unstable across time, because there was a trend toward participating in reciprocated friendships from 3 to 4 years of age (most older children had at least 1 reciprocated friend). For girls there was a positive relation between the number of reciprocated friendships at Time 1 and at Time 2. No benefit (in terms of social competence) was found for children making the transition from 1 classroom to the next with a friend.

Developmental follow-up of 6-7 year old children of mothers employed during their infancies.

This study followed up 92 children at ages 6-7 first studied as one-year-olds in order to determine differences in the developmental outcome of the offspring of employed as compared to "stay at home" mothers. The developmental domain evaluated in the 6-7 year old children was peer competence, rated by laboratory play and child psychological test instruments. Mothers' reports of children's behavioral pathology at age 6-7 correlated with a higher number of maternal work hours during the infant's first year, but the children did better during overall play situations. Age 1 attachment ratings better predicted free play social competence for the entire sample than did maternal hours of work absence, but girls accounted for statistical significance. Maternal sensitivity from infancy was associated with maternal reports of (low) problem behaviors; however, regression analyses did not support the hypothesis that relations between either work status or attachment and current problem behaviors were mediated by early maternal sensitivity.

Social competence, social support, and attachment: demarcation of construct domains, measurement, and paths of influence for preschool children attending Head Start.

Two studies designed to (1) explore measurement issues for the construct domains of social competence and social support and (2) test a model relating social competence to social support and to child-parent attachment for low-income (primarily African American) preschool children attending Head Start are reported. In Study 1, the definition, measurement, and structure of the social competence construct are evaluated in 2 samples of children. For Study 1A, 167 4-year-old children were assessed with a battery of observation, interview, and Q-sort measures. Relations among the measures suggested a hierarchical structure that was tested using a structural equation model. Results from the analysis supported the conjecture that social competence should be viewed as a hierarchically organized construct. In Study 1B, the model was tested again for a group of 3- and 4-year-old children (n = 265), using a modified set of measures. The general structure of the model from Study 1A was reproduced in this independent sample, although paths from the second-order factor to lower-order factors were not perfectly coordinated across samples. In Study 2, data for a subset of the children in Study 1B (n = 182), gathered with respect to features of their social networks, were examined to assess the structure of their social support networks. Descriptive and structural equation analyses are reported. Sixty-nine of these children were observed at home with their mothers and described using the Waters Attachment Q-sort. A structural equation model testing relations consistent with causal pathways from attachment security to both social support networks and to social competence and from the social support network variable to social competence with peers fit these data with a high degree of confidence. Subsequent analyses locating social competence as antecedent to attachment security were not significant. We conclude that the construct domains of social competence and social support networks can be meaningfully measured for preschool children and that individual differences with respect to these construct domains are related to child-parent relationship qualities.

Short-term longitudinal study of maternal ratings of temperament in samples of children with Down syndrome and children who are developing normally.

Ratings of temperament for 32 children with Down syndrome and 44 children who were developing normally over the developmental range from 12 to 36 months were compared. Mothers completed the Toddler Temperament Scales and/or the Bates Infant/Child Characteristics Questionnaire at two time points. Analyses tested for diagnostic group differences in temperament ratings. Multivariate repeated measures analyses of variance, with diagnosis and developmental age as grouping variables, were run for both instruments. For the Toddler Temperament Scales, no between-subjects main effects of diagnosis or interactions were significant; however, a significant multivariate main effect for diagnosis was obtained for the Bates Scales. Ordering consistency for the two samples was considered separately. Cross-time correlations were generally significant; however, relations tended to be of greater magnitude in the normally developing group. Results suggest that the development of temperament, as assessed with maternal ratings, follows a common path in these two groups.

Quality of toddler-mother attachment in children with Down syndrome: limits to interpretation of strange situation behavior.

Researchers studying social-emotional development have argued that primary attachment relationships, established by the end of the first year of life, are important organizing factors that influence the trajectory of development throughout childhood. Central to this argument is a dimension of "attachment security," along which attachments differ. For normally developing infants and toddlers, attachment security is assessed using the Ainsworth Strange Situation. However, it is not clear that this procedure is appropriate for evaluating attachment security in atypical populations. In this report, 3 samples of children with Down Syndrome (total N = 138) were assessed using the Strange Situation. The procedures were scored according to traditional protocols. Although the 3 samples differed with respect to chronological and developmental age, they showed basic similarity with respect to attachment variables. However, developmentally younger children were more difficult to classify using the standard scoring rules. Scores and classifications for the sample were compared to scores from a sample of normally developing children tested at about 12 months of age. Significant differences with respect to the distributions of cases to classification categories and with respect to the interactive scale scores suggest that the Strange Situation may be measuring different aspects of behavior for children with Down Syndrome, even when they are tested at similar developmental age levels.

Attachment behavior at home and in the laboratory: Q-sort observations and strange situation classifications of one-year-olds.

This article reports Attachment Q-set data and Strange Situation classifications of 58 1-year-old middle-class infants. Security, dependency, and sociability were scored from Q-sort reports of home observations. The primary analyses involve comparisons between securely attached infants (Group B) and anxiously attached infants (Groups A and C combined). Additional analyses compare anxious-resistant with anxious-avoidant infants. Secure classification in the Strange Situation was associated with quality of secure-base behavior at home (i.e., higher Q-sort security scores) and with sociability, but not with dependency scores. Descriptive analyses of individual Q-set items support the secure-base interpretation of Strange Situation security classifications. Relations between home security scores and interactive behavior scores from the Strange Situation were also examined by multiple regression analysis.

Attachment behavior, attachment security, and temperament during infancy.

In summary reviews and empirical research, investigators have suggested that attachment classifications derived from the Ainsworth Strange Situation may reflect variations along dimensions of temperament as well as, or perhaps instead of, individual differences with respect to infant-mother attachments. In this study, relations between temperament dimensions from the Infant Temperament Questionnaire (Revised) and Strange Situation behaviors were evaluated. Relations between the behavioral style scores and the categories of attachment quality were also tested. The hypothesis that temperamental difficulty would be related to negative emotionality, as indexed by infant distress during separation (but not during the reunions), was tested and supported. Neither the behavioral style dimensions nor the temperamental diagnoses (e.g., "easy" vs. "difficult") were associated significantly with attachment classifications. The results are consistent with previous findings that temperament measures do not predict attachment security. Nevertheless, certain behaviors indexing negative emotionality that may be observed in the context of the Strange Situation are related to temperamental variability.

Parental agreement on child rearing during early childhood and the psychological characteristics of adolescents.

In previous research, an index of parental agreement regarding child-rearing orientations was found to relate to the quality of children's psychological functioning from 3 to 7 years of age. For this study, the parental agreement index, derived when their children were 3 years old, was related to a variety of psychological measures and personality descriptions obtained when the children were adolescents. Reliable differences were found in the patterning of relations for boys and girls wherein parental agreement during early childhood was associated with tested intelligence, aspects of moral judgment, and dimensions of personality derived from self-reports for boys but not for girls. For adolescent girls, early parental agreement was associated with the congruence of "self" and "ideal-self" descriptions (i.e., self-esteem). For both girls and boys, parental agreement was associated with personality descriptions provided by observers; however, it was only in the sample of girls that early parental agreement significantly correlated with Q sort criterion scores referencing ego-undercontrol and ego-resiliency. These findings suggest that early family socialization experiences are importantly but differently salient for boys and girls with respect both to psychological content and the developmental timing of effects. The data suggest that socialization researchers consider the likelihood that developmental paths to competence differ markedly for girls and boys.

Social-emotional adaptation and infant-mother attachment in siblings: role of the mother in cross-sibling consistency.

We investigated concordance in social-emotional behavior and attachment of first- and secondborn siblings from 65 families. Both children were seen at 24 months in a problem-solving procedure and at 12 months in the Strange Situation. Maternal behavior at 24 months also was examined. Child behaviors at 24 months showed trends toward concordance across siblings. Maternal behavior was significantly stable across siblings and correlated significantly with child competence. In post-hoc analyses, the sample was split into 2 groups: maternal behavior stable (N = 36) and maternal behavior unstable. In the first group, cross-sibling correlations were significant and larger than for the whole sample; in the second group, cross-sibling correlations were low and nonsignificant. There also was significant concordance across siblings in attachment classification. These data suggest that it is essential to consider the care received by different children in investigating similarities in siblings' behavior.

Empirical classification of infant-mother relationships from interactive behavior and crying during reunion.

Multiple discriminant function analysis (MDFA) was conducted with data from 255 Strange Situations conducted and scored by Ainsworth and her colleagues. Cross-validated discriminant functions and classification weights were obtained, allowing attachment classifications (A, B, C) to be assigned directly from scores on interactive behavior and crying during reunion episodes. In the past, classification agreement within laboratories has often been used as a training criterion. Unfortunately, this does not insure that classification criteria agreed upon within a laboratory are comparable across laboratories, nor does it insure that agreed upon criteria will yield the same classifications that would have been assigned by the researchers who developed the scoring system. The present results enable researchers who have mastered the scoring systems for reunion behavior and crying to obtain attachment classifications directly from scores on these variables. Alternatively, this procedure may be used to guide the training of, and validate classification decisions by, local judges.

Effects of maternal absence due to employment on the quality of infant-mother attachment in a low-risk sample.

Recent reports have suggested that day-care experience initiated prior to 12 months of age is associated with increased proportions of infants whose attachment to mother is classified as "insecure-avoidant." However, reviewers have questioned the generality of these findings, noting that samples in which associations between early day-care experience and avoidant attachment patterns have been reported come from high-risk populations, and/or that the infants' day-care settings may not have been of high quality. In the present study, effects of maternal absences on infant-mother attachment quality were assessed in a low-risk, middle-class sample (N = 110). In all instances, substitute care had been initiated at least 4 months prior to the infant's first birthday and was provided in the infant's home by a person unrelated to the baby. Infants were assessed using the Ainsworth Strange Situation when they were 12-13 months of age. Analyses indicated that a significantly greater proportion of infants whose mothers worked outside the home (N = 54) were assigned to the category "insecure-avoidant" as compared to infants whose mothers remained in the home (N = 56) throughout the first year of life. Analyses of demographic and psychological data available for the sample indicated that this relation is dependent upon maternal parity (primi- vs. multiparous mother). The association between attachment quality and work status was significant only for firstborn children of full-time working mothers. The results are interpreted as evidence that the repeated daily separations experienced by infants whose mothers are working full-time constitute a "risk" factor for the development of "insecure-avoidant" infant-mother attachments.

The emergence and consolidation of self-control from eighteen to thirty months of age: normative trends and individual differences.

This study is a descriptive report of the capability to exercise self-control in very young children. 2 aspects of self-control were assessed (delay/response inhibition in the presence of an attractive stimulus and compliance with maternal directives in a cleanup task) for 72 children between the ages of 18 and 30 months. The results indicated that both aspects of self-control show age-related increases. However, a factor analysis of the behaviors observed in the cleanup task suggested that compliance could not be adequately described with a unitary, bipolar dimension (noncompliance vs. compliance). 2 patterns of non-compliance were observed, and 1 of these also increased with age. Cross-task consistency for the delay measures) and coherence across the 2 aspects of self-control showed a positive relationship with increasing age. Finally, correlational analyses of the self-control measures and developmental test data showed that individual differences in self-control were associated with differences in cognitive-developmental status (DA). The results are interpreted as evidence that the achievement of self-control can be considered as a major developmental accomplishment and as evidence that individual differences in self-control emerge and are consolidated during the second and third years of life.

Sustained attention during exploratory manipulation as a predictor of cognitive competence in preterm infants.

Recent reviews of research on individual differences in cognitive status during infancy have led to the conclusion that early test performances do not predict later IQ in any clinically useful way. These conclusions seem to be true for both normal children and for children born at developmental risk. In order to test an alternative strategy in prediction of later cognitive status from infant behavioral performance, 76 preterm infants were assessed with respect to differences in sustained attention when they were 8 months old. Scores on this measure were entered into a performance on 4 test scores at 2 years of age. The measure of sustained attention proved to contribute significantly to the prediction of later status on the Bayley Mental Scale and on the Gesell schedules. These sustained-attention scores were not significantly predictive of the scores on a Piagetian-based cognitive test, or on a assessment of receptive language. Subsequent analyses of these data for each gender separately revealed that increments in prediction were found for males only. The results are discussed in terms of current information-processing approaches to the study of stability of individual differences in cognitive functioning.

The relationship between out-of-home care and the quality of infant-mother attachment in an economically disadvantaged population.

The effects of routine daily separations occasioned by out-of-home care on the formation and maintenance of infant-mother attachment relationships were examined in a population of economically disadvantaged mothers. 3 groups were constituted on the basis of the time in the infant's life when out-of-home care began: (1) before 12 months; (2) between 12 and 18 months; (3) home-care controls. The infant-mother pairs were observed in the Ainsworth strange situation at both 12 and 18 months, and were classified as secure, anxious-avoidant, or anxious-resistant. Because previous research has implicated the psychological accessibility of the mother to the infant in the development of anxious-avoidant attachments during the first year of life, the hypothesis that physical inaccessibility due to out-of-home care would also be associated with anxious-avoidant attachments was tested. The data support this hypothesis. At 12 months 47% of the infants whose mothers had returned to work/school were classified in the anxious-avoidant group, while the other 2 groups did not differ significantly in the proportions of infants assigned to the 3 attachment classifications. At 18 months, differences among the 3 work status groups also showed a large portion of anxious-avoidant infants (41%) in this early working group. However, infants whose out-of-home care began after 12 months did not show an increase in the proportion of anxious attachments. Additional analyses of variables related to mother's return to work indicated that single mothers were more likely to return to work/school, that mothers who worked reported higher levels of life stress than mothers who stayed home with the infants, and that, by 18 months, both anxious-avoidant and anxious-resistant attachments were also associated with non-intact families.

Individual differences in infant-mother attachment relationships at age one: antecedents in neonatal behavior in an urban, economically disadvantaged sample.

Neonatal Behavioral Assessment Scales (NBAS) were administered to 100 neonates at 7 and 10 days after birth. The infants and their mothers were subsequently observed in the Ainsworth and Wittig strange-situation procedure at age 1. Infants were classified as secure, anxious/avoidant, or anxious/resistant. When compared with the secure attachment group, anxious/resistant infants scored lower on orientation, motor maturity, and regulation items at day 7. The secure and anxious/avoidant subjects did not differ at day 7. The anxious/resistant group improved from day 7 to day 10, and neither anxious group differed from the secure group on the second examination. The results suggest that early neonatal difficulties may reflect probelms in integrative and adaptive mechanisms which continue to influence behavior, interaction, and eventually attachment relationships, despite the tendency of all normal infants eventually to meet the demands of the neonatal period. In view of the resiliency of neonatal behavior, it is assumed that neonatal difficulties must interact with difficult environments to produce anxious attachments.