Parent–Child Attachment in Early and Middle Childhood

This chapter focuses on parent–child attachment in early and middle childhood. It discusses key concepts of attachment theory, including the definition and nature of attachment in early childhood (3–7 years) and middle childhood (7–12 years). Children's perceptions of caregiver availability increase in middle childhood. Preschoolers and school-age children's attachment representations are assessed in relation to specific attachment figures. Children carry forward expectations about relationships based on their previous experiences in attachment relationships; thus the internal working models have a self-perpetuating quality. A decades-long debate is whether child temperament explains individual differences in the quality of attachment. A core tenet of attachment theory is that the formation of a secure attachment fosters healthy social and emotional development. There is substantial evidence that attachment is related to self-concept, emotion competence, peer relationships, and personality development in childhood, including specifically early and middle childhood.