Communication as preparation: An exploration of associations between caregiver confirmation, attachment security, and child elaboration during the transition to kindergarten
Abstract
This study draws on attachment theory as well as literature on relational communication to explore caregiver-child communication about the transition to kindergarten. Specifically, the study (a) identifies caregiver confirmation as a potential caregiving domain contributing toward children's attachment security during early childhood, and (b) finds some support for child elaboration and children's initiation of kindergarten transition topics as markers of children's attachment security during the transition to kindergarten. Fifty caregivers reported on whether or not they had discussed 10 kindergarten transition topics with their child and indicated who initiated the discussions the summer before their child began kindergarten. Caregivers also responded to 6 hypothetical child statements of concern about the transition to kindergarten, and completed the Attachment Q-Sort (Waters, 1995) over two data collection sessions. Caregiver-child dyads (N = 50) also co-constructed a narrative about kindergarten from photo prompts and read a story together at the first session. Key significant findings include (a) a positive relationship between caregiver confirmation as acceptance and children's attachment security, especially for caregivers with low levels of formal education, (b) positive relationships between caregiver confirmation as verbal and nonverbal acceptance and the percentage of transition topics initiated by children, and (c) positive relationships between children's attachment security and the raw score for child informative elaboration. Results suggest practitioners helping families with the transition should encourage caregivers to enact behaviors which display acceptance (i.e., warmth and support), especially for families with caregivers with low levels of formal education.
Degree
Ph.D.
Advisors
Wilson, Purdue University.
Subject Area
Communication|Early childhood education
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