Tahmasebi Siyamak, Mafakheri Bashmaq Saman, Karimzadeh Mansoureh, Teymouri Robab, Amini Mahdi, Vaghefi Maryam Sadat M, Mazaheri M Ali
Department of Preschool Education, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Department of Psychology and Exceptional Children's Education, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran.
Psychol Res Behav Manag. 2016 Dec 8;9:339-346. doi: 10.2147/PRBM.S109875. eCollection 2016.
If mothers work outside the home, some degree of mother-child separation will be experienced and mother-child attachment will be affected. In this study, regarding the attachment styles, sociobehavioral problems in first-grade children with experience of preschool and in those taught by their mothers at-home are compared. A casual-comparative method was used to compare children in the two groups. A total of 320 first-grade children participated in the study. The study measures included a separation anxiety test, an adaptive behavior scale, and a children's symptom inventory. Data were analyzed using multivariate statistics. Secure attachment in the group with experience of preschool was significantly higher than that in the at-home group. None of the variables, including parents' education and father's income, significantly affected attachment style. Neither father's education, father's income, or attachment significantly influenced adjustment. Father's education significantly influenced children's symptoms. Attachment style and hours of preschool attendance had no effect on Child Symptom Inventory scores. Associations among age at joining preschool, attachment style, and behavioral and adaptive problems in first-grade children were nonlinear and multivariate. By taking into account parents' awareness, sensitivity, and responsiveness, relative welfare, appropriate quality of child-care centers, and having fewer hours of preschool attendance, the risk factors for early parent-child separation and institutional care can be reduced.
如果母亲外出工作，就会出现一定程度的母子分离，母子依恋关系也会受到影响。在本研究中，针对依恋类型，对有过学前教育经历的一年级儿童和由母亲在家教育的儿童的社会行为问题进行了比较。采用因果比较法对两组儿童进行比较。共有320名一年级儿童参与了该研究。研究测量包括分离焦虑测试、适应性行为量表和儿童症状量表。使用多元统计方法对数据进行分析。有学前教育经历组的安全依恋显著高于在家教育组。包括父母教育程度和父亲收入在内的变量均未对依恋类型产生显著影响。父亲的教育程度、父亲的收入或依恋关系均未对适应情况产生显著影响。父亲的教育程度对儿童症状有显著影响。依恋类型和学前教育时长对儿童症状量表得分没有影响。一年级儿童入园年龄、依恋类型与行为及适应性问题之间的关联是非线性且多元的。通过考虑父母的意识、敏感性和反应性、相对福利、儿童保育中心的适当质量以及减少学前教育时长，可以降低早期亲子分离和机构照料的风险因素。
