EVALUATION AND COMPARISON THE 1 TO 3 YEAR-OLD CHILDREN’S ATTACHMENT STYLES IN KINDERGARTENS AND NON-KINDERGARTENS OF URMIA CITY

Gheblehei, Maryam and Zeinali, Ali (2017) EVALUATION AND COMPARISON THE 1 TO 3 YEAR-OLD CHILDREN’S ATTACHMENT STYLES IN KINDERGARTENS AND NON-KINDERGARTENS OF URMIA CITY. The J Urmia Nurs Midwifery Fac, 15 (4). pp. 252-262.

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Abstract

Attachment has a major effect on the development of children and to this reason topic of attachment has been great importance in recent years. The present research aimed to evaluate and compare the 1 to 3 year-old children’s attachment styles in kindergartens and non-kindergartens of Urmia city. Material & Methods: This study was a descriptive – analytical from type of causal-comparative. The statistical populations include all 1 to 3 year-old children’s kindergartens and non-kindergartens of Urmia city in 2016-17 academic years. The sample was 400 children (200 kindergartens and 200 nonkindergartens) of 1 to 3 year-old who were selected by cluster sampling method. The children’s attachment styles questionnaire (Huggar, 1999) completed by mothers of children. Data were analyzed by descriptive and multivariate analysis of variance (MANOVA) methods. Results: The finding show there was 336 children secure attachment, 28 children avoidant attachment, 21 children resistant attachment and 15 children disorganized attachment. From kindergarten’s children there were 171 children secure attachment, 13 children avoidant attachment, 9 children resistant attachment and 7 children disorganized attachment and from non-kindergarten’s children there were 165 children secure attachment, 15 children avoidant attachment, 12 children resistant attachment and 8 children disorganized attachment. Also, the children of kindergartens and non-kindergartens have a significant difference in secure and avoidant attachments, but haven’t significant difference in resistant and disorganized attachments. In addition, the children haven’t significant difference in attachments types in terms of gender and age (p<0/05). Conclusions: Regarded to findings can say that kindergarten’s children in compared with nonkindergarten’s children were in a better situation in terms of attachment style and kindergartens had a positive impact on the formation and improvement of attachment styles. So, what plays an important role in the formation of attachment styles is not the place of child care (home or kindergarten), but the availability of caregivers and their sensitivity to the needs of children is important

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