Attachment behaviors toward teachers and social preference in preschool children

According to the perspective of multiple attachments, children establish significant relationships with individuals outside their family, such as teachers and peers. The aim of this research was to observe which dimensions of attachment behaviors that preschoolers show toward their teachers are associated with greater social preference and social impact regarding peers. Research Findings: This study involved 261 children in preschool (49.0% female; age: M = 49.6 months; SD = 9.7) and their teachers. Independent observers assessed the children using the Italian version of the Attachment Q-Sort (AQS). Furthermore, peer social preference and social impact were measured using the peer nomination technique. The results indicate an association between children’s organization of attachment behaviors with teachers and social preference. In general, our data support the idea that children’s attachment behavior toward their teacher is associated with both social preference and social influence. Specifically, the types of attachment behavior that are more strongly associated with social preference and social affect are those related to avoidance, positive negotiation, and difficult negotiation with the teacher. Practice and Policy: This paper also discusses the results from a theoretical point of view along with the research limitations, directions for future investigations, and possible interventions.