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      Teacher-child relationships from an attachment perspective.

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      Attachment & human development

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          Abstract

          This special issue aims to prompt reflection on the mutual contribution of attachment theory, on the one hand, and teacher-child relationship research, on the other, by bringing together conceptual and empirical contributions taking an attachment perspective on teacher-child relationships. In this introductory article, we contend that the teacher can be regarded as an ad hoc attachment figure with a safe haven and secure base function, although for most children the relationship with the teacher is probably not an attachment bond. Furthermore, we explain how attachment theory and research: (1) shape the way in which "high quality" teacher-child relationships are conceptualized and operationalized; (2) highlight the importance of teacher sensitivity to children's needs, as a central proximal determinant of relationship quality; (3) guide research hypotheses regarding the consequences of teacher-child relationship quality and the intervening mechanisms; and (4) inspire the development of interventions to improve teacher-child relationships.

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          Author and article information

          Journal
          Attach Hum Dev
          Attachment & human development
          1469-2988
          1461-6734
          2012
          : 14
          : 3
          Affiliations
          [1 ] School Psychology and Child and Adolescent Development, KU Leuven, Belgium. Karine.Verschueren@ppw.kuleuven.be
          Article
          10.1080/14616734.2012.672260
          22537520
          b1b44ab5-f831-4fc4-99e0-948e1d47dc40

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