Constructing affective security in children: case study in educational environments

Abstract

In line with Bowlby's theoretical approach, where he established a relationship between the quality of experiences lived in the first relationships and subsequent behaviours, we are carrying out a case study research project. The objectives are as follows: (1) To describe interactive patterns as observed in natural contexts and focusing on the parent–child relationship, and (2) to determine the role of educators in training and/or stimulating attachment and/or separation strategies.

We have carried out a longitudinal study for two academic years. Three cases were studied with elements from different socio-cultural contexts and with mothers’ needs being different from those of their children. The methodological approach was a qualitative analysis of Bronfenbrenner's microsystems, stressing the fact that the style of parent–child relationship has an influence on the child's emotional-social development. Moreover, the intervention of educators offers a relationship model that promotes both the child's and the mother's autonomy, which has a positive repercussion on the development of each member of this dyad.

Keywords:

• interaction
• attachment
• socio-educational relationship
• development