1,905
Views
0
CrossRef citations to date
0
Altmetric
Articles

Exploring the effect of an attachment intervention in areas of multiple deprivation on adult–child interaction and the implications for children's social, emotional and behavioural development

ORCID Icon, ORCID Icon &
Pages 670-684 | Received 11 Sep 2017, Accepted 06 Jul 2019, Published online: 12 Jul 2019

References

  • Aspelin, J. (2019). Enhancing pre-service teachers’ socio-emotional competence. International Journal of Emotional Education, 11(1), 153–168.
  • Bellis, M., Ashton, K., Ford, K., Bishop, J., & Paranjothy, S. (2015). Adverse childhood experiences and their impact on health-harming behaviours in the Welsh adult population: Alcohol use, drug use, violence, sexual behaviour, incarceration, smoking and poor diet. Cardiff: Public Health Wales NHS Trust.
  • Bellis, M., Lowey, H., Lecjenby, N., Hughes, K., & Harrison, D. (2013). Adverse childhood experiences: Retrospective study to determine their impact on adult health behaviours and health outcomes in a UK population. Journal of Public Health, 36(1), 81–91. doi: 10.1093/pubmed/fdt038
  • Bowlby, J. (1951). Maternal care and mental health. World Health Organisation Monograph (serial 2).
  • Bowlby, J. (1969). Attachment and loss: Attachment. New York: Basic Books.
  • Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth. Developmental Psychology, 28(5), 759–775. doi: 10.1037/0012-1649.28.5.759
  • British Education Research Association (BERA). (2018). Ethical guidelines for educational research (4th ed.). London: BERA.
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
  • Center on the Developing Child at Harvard University. (2016). From best practices to breakthrough impacts: A science-based approach to building a more promising future for young children and families. Retrieved from http://www.developingchild.harvard.edu
  • Center on the Developing Child at Harvard University. (2017). Three principles to improve outcomes for children and families. Retrieved from http://www.developingchild.harvard.edu
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). London: Routledge.
  • Commodari, E. (2013). Preschool teacher attachment, school readiness and risk of learning difficulties. Early Childhood Research Quarterly, 28, 123–133. doi: 10.1016/j.ecresq.2012.03.004
  • De Bellis, M. D., & Kuchibhatla, M. (2006). Cerebellar volumes in pediatric maltreatment-related posttraumatic stress disorder. Biological Psychiatry, 60, 697–703. doi: 10.1016/j.biopsych.2006.04.035
  • Djambazova-Popordanoska, S. (2016). Implications of emotion regulation on young children’s emotional wellbeing and cognitive achievement. Educational Review, 68(4), 497–515. doi: 10.1080/00131911.2016.1144559
  • Fox, N., Nelson, C., & Zeanah, C. (2017). The effects of psychosocial deprivation on attachment: Lessons from the Bucharest early intervention project. Psychodynamic Psychiatry, 45(4), 441–450. doi: 10.1521/pdps.2017.45.4.441
  • Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586. doi: 10.1111/j.1469-7610.1997.tb01545.x
  • Goodman, R. (2005). Strengths and difficulties questionnaire: One-sided SDQ for parents or educators of 2–4 year olds. YouthinMind. Available online at: https://sdqinfo.org/py/sdqinfo/b3.py?language=Englishqz(UK).
  • Goodman, R., & Scott, S. (1999). Comparing the strengths and difficulties questionnaire and the child behaviour checklist: Is small beautiful? Journal of Abnormal Child Psychology, 27(1), 17–24. doi: 10.1023/A:1022658222914
  • Hammer, D., Melhuish, E., & Howard, S. (2018). Antecedents and consequences of social–emotional development: A longitudinal study of academic achievement. Archives of Scientific Psychology, 6, 105–116. doi: 10.1037/arc0000034
  • Hartas, D. (2011). Families’ social backgrounds matter: Socio-economic factors, home leaning and young children’s language, literacy and social outcomes. British Educational Research Journal, 37(6), 893–914. doi: 10.1080/01411926.2010.506945
  • Heckman, J. (2019). Perry preschool: Intergenerational effects research summary, Heckman the economics of human potential. Retrieved from https://heckmanequation.org/resource/perry-intergenerational-effects-summary/
  • Helmerhorst, K., Fukkink, G., Riksen-Walraven, J., Gevers Deynoot-Schaub, M., & Tavecchio, L. (2017). Improving quality of the child care environment through a consultancy programme for centre directors. International Journal of Early Years Education. doi: 10.1080/09669760.2017.1321528
  • Helmerhorst, K. O. W., Riksen-Walraven, J. M. A., Gevers Deynoot-Schaub, M. J. J. M., Fukkink, R. G., & Tavecchio, L. W. C. (2015). Child care quality in the Netherlands over the years: A closer look. Early Education and Development, 26(1), 89–105. doi: 10.1080/10409289.2014.948784
  • Howard, S., Siraj, I., Melhuish, E., Kingston, D., Neilsen-Hewett, C., de Rosnay, M., … Luu, B. (2018). Measuring interactional quality in pre-school settings: Introduction and validation of the sustained shared thinking and emotional wellbeing (SSTEW) scale. Early Child Development and Care. doi: 10.1080/03004430.2018.1511549
  • Howes, C. (1995). Children and their caregivers: Profiles of relationships. Social Development, 4, 44–61. doi: 10.1111/j.1467-9507.1995.tb00050.x
  • Institute for Fiscal Studies (FIS). (2013). Children and working-age poverty in Northern Ireland 2010–2020. London: FIS.
  • Jensen, E., & Laurie, C. (2016). Doing real research: A Practical Guide to social research (1st ed.). London: Sage.
  • Lee, S., Walker, Z., Hale, J., & Chen, A. (2017). Frontal-subcortical circuitry in social attachment and relationships: A cross-sectional fMRI ALE meta-analysis. Behavioural Brain Research, 325(Pt B), 117–130. doi: 10.1016/j.bbr.2017.02.032
  • Letourneau, N., Hart, J., & Macmaster, F. (2017). Association between nonparenting adult’s attachment patterns and brain structure and function: A systematic review of neuroimaging studies. SAGE Open Nursing, 3, 237796081668557. doi: 10.1177/2377960816685572
  • Li, J. (2017). Early evidence of the Italian parent-report strengths and difficulties questionnaire (SDQ-P). Child Psychiatry & Human Development, 48(2), 335–345. doi: 10.1007/s10578-016-0646-3
  • Lippard, C. N., La Paro, K. M., Rouse, H. L., & Crosby, D. A. (2018). A closer look at teacher–child relationships and classroom emotional context in preschool. Child & Youth Care Forum, 47(1), 1–21. doi: 10.1007/s10566-017-9414-1
  • Macdonald, N., & Battenbough, E. (2016). Attachment and me: Supporting early years professionals to identify and support children’s emotional development and well-being. Unpublished manuscript.
  • MacKay, T. (2010). From attachment to attainment: The impact of nurture groups on academic achievement. Educational & Child Psychology, 27(3), 100–111.
  • Madders, J., & Tyler, C. (2019). APPG on social mobility report: Closing the regional attainment gap. Sutton Trust.
  • Maslow, A., & American Psychological Association (1943). A theory of human motivation. Indianapolis: Bobbs-Merrill.
  • Matte-Gagné, C. (2015). Contextual specificity in the relationship between maternal autonomy support and children's socio-emotional development: A longitudinal study from preschool to Preadolescence. Journal of Youth & Adolescence, 44(8), 1528–1541. doi: 10.1007/s10964-014-0247-z
  • McCrory, E., De Brito, S. A., & Viding, E. (2011). The impact of childhood maltreatment: Review of neurobiological and genetic factors. Frontiers in Psychiatry, 2, 1–14. doi: 10.3389/fpsyt.2011.00048
  • Melhuish, E. (2016). Longitudinal research and early years policy development in the UK. International Journal of Child Care and Education Policy, 10(1), 1–18. doi: 10.1186/s40723-016-0019-1
  • Melhuish, E., Gardiner, J., & Morris, S. (2017). Study of early education and development (SEED): Impact study on early education Use and child outcomes up to Age three. Oxford: Department of Education.
  • Mistry, R. S., Benner, A. D., Biesanz, J. C., Clark, S. L., & Howes, C. (2010). Family and social risk and parental investment during the early childhood years as predictors of low-income children’s school readiness outcomes. Early Childhood Research Quarterly, 25, 432–449. doi: 10.1016/j.ecresq.2010.01.002
  • Muijs, D. (2011). Doing quantitative research in education with SPSS (2nd ed.). Los Angeles: Sage Publications.
  • Munson, J. A., McMahon, R. J., & Speiker, S. J. (2001). Structure and variability in the developmental trajectory of children’s externalising problems: Impact of infant attachment, maternal depressive symptomology, and child sex. Development and Psychopathology, 13, 277–296. doi: 10.1017/S095457940100205X
  • Muris, P., Meesters, C., & Van den Berg, F. (2003). The strengths and difficulties questionnaire (SDQ). European Child & Adolescent Psychiatry, 12(1), 1–8. doi: 10.1007/s00787-003-0298-2
  • Newman, L., Sivaratnam, C., & Komiti, A. (2015). Attachment and early brain development- neuroprotective interventions in infant-caregiver therapy. Translational Developmental Psychiatry, 3, 1–12. doi: 10.3402/tdp.v3.28647
  • Ofsted. (2014). Are you ready? Good practice in school readiness. Manchester: Ofsted.
  • Oriakhi, U., Osamiro, E. O., & Omogbai, E. (2013). The influence of poverty on Students’ behaviour and academic achievement. Educational Research Journal, 2(1), 151–160.
  • Perry, B. D., & Pollard, D. (1997). Altered brain development following global neglect in early childhood. Society for Neuroscience: Proceedings from Annual Meeting, New Orleans.
  • Poulou, M. S. (2013). Emotional and behavioural difficulties in preschool. Journal of Children and Families Studies, 24, 225–236. doi: 10.1007/s10826-013-9828-9
  • Reeves, J., & Le Mare, L. (2017). Supporting teachers in relational Pedagogy and social emotional education: A Qualitative Exploration. International Journal of Emotional Education, 9(1), 85–98.
  • Rege, M., Foldøy Solli, I., Størksen, I., & Votruba, M. (2018). Variation in center quality in a universal publicly subsidized and regulated childcare system. Labour Economics, 55, 230–240. doi: 10.1016/j.labeco.2018.10.003
  • Sammons, P., Elliot, K., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2004). The impact of pre-school on young children's cognitive attainments at entry to reception. British Educational Research Journal, 30(5), 691–712. doi: 10.1080/0141192042000234656
  • Sammons, P., Sylva, K., Hall, J., Siraj, I., Melhuish, E., Taggart, B., & Mathers, S. (2017). Establishing the effects of quality in early childhood: Comparing evidence from England. Early Education – Occasional Paper. March 2017. doi: 10.13140/RG.2.2.27228.80007
  • Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Toth, K., & Smees, R. (2014). Influences on students’ GCSE attainment and progress at age 16: Effective pre-school, primary & secondary education project (EPPSE). London: Department for Education.
  • Save the Children. (2013). Too young to fail. London: Save the Children.
  • Save the Children. (2018). Little pieces, big picture. Cardiff: Save the Children. Retrieved from https://www.savethechildren.org.uk/content/dam/global/reports/education-and-child-protection/stc-wales-childcare-report-2017.pdf
  • Schmitt, S., Flay, B., & Lewis, K. (2014). A pilot evaluation of the positive action prekindergarten lessons. Early Child Development and Care. doi: 10.1080/03004430.2014.903942
  • Sektnan, M. (2010). Relations between early family risk, children's behavioral regulation, and academic achievement. Early Childhood Research Quarterly, 25(4), 464–479. doi: 10.1016/j.ecresq.2010.02.005
  • Sheridan, S. M., Knoche, L. L., Edwards, C. P., Bovaird, J. A., & Kupzyk, K. A. (2010). Parent engagement and school readiness: Effects of the getting ready intervention on preschool children's social–emotional competencies. Early Educational Development, 21(1), 125–156. doi: 10.1080/10409280902783517
  • Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2002). Researching effective pedagogy in the early years (REPEY): DfES research report 356. London: DfES.
  • Siraj-Blatchford, I., Taggart, B., Sylva, K., Sammons, P., & Melhuish, E. (2008). Towards the transformation of practice in early childhood education: The effective provision of pre-school education (Eppe) project. Cambridge Journal of Education, 38(1), 23–36. doi: 10.1080/03057640801889956
  • Siraj, I., Kingston, K., & Melhuish, E. (2015). Assessing quality in early education and care; sustained shared thinking and emotional well-being (SSTEW) scale for 2–5 year olds provision. London: IOE Press.
  • Siraj, I., & Mayo, A. (2014). Social class and educational inequality the impact of parents and schools. Cambridge: Cambridge University Press.
  • Social Care Wales. (2017). ‘List of required qualifications to work within early years and childcare in Wales’ [Online]. Retrieved from https://socialcare.wales/cms_assets/file-uploads/List-of-Required-Qualifications-to-work-within-Early-Years-and-Childcare-in-Wales_171016_155641.pdf
  • Stewart, K., & Waldfogel, J. (2017). Closing gaps early. London: Sutton Trust.
  • Strathearn, L. (2006). Exploring the neurobiology of attachment. This is a chapter. In L. C. Mayes, P. Fonagy, & M. Target (Eds.), Development science and psychoanalysis: Integration and Innovation (pp. 117–130). London: Karnac Press.
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). Effective pre-school provision. London: DfES.
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2010). Early childhood maters: Evidence from the effective pre-school and primary education project. London: Routledge.
  • Theunissen, M., Vogels, A., De Wolff, M., & Reijneveld, S. (2013). Characteristics of the strengths and difficulties questionnaire in preschool children. Pediatrics, 131(2), E446–E454. doi: 10.1542/peds.2012-0089
  • University of Wales Trinity Saint David. (2017). Research ethics & integrity code of practice. Carmarthen. UWTSD. Retrieved from https://www.uwtsd.ac.uk/media/uwtsd-website/content-assets/documents/research/research-ethics-integrity-code-practice.pdf
  • Vitiello, B., Hamre, P., & Williford. (2018). Measuring the quality of teacher–child interactions at scale: Comparing research-based and state observation approaches. Early Childhood Research Quarterly, 44, 161–169. doi: 10.1016/j.ecresq.2018.03.003
  • Welsh Government. (2012a). Tackling poverty action plan. Cardiff: Welsh Government.
  • Welsh Government. (2012b). Flying start strategic guidance. Cardiff: Welsh Government.
  • Welsh Government. (2014a). Welsh index of multiple deprivation (WIMD) 2014 Revised. Cardiff: Statistics for Wales.
  • Welsh Government. (2014b). Flying start – annex quality childcare guidance. Cardiff: Welsh Government.
  • Welsh Government. (2017a). Talk childcare – The offer for Wales. Retrieved from http://gov.wales/topics/people-and-communities/people/children-and-young-people/parenting-support-guidance/childcare/talk-childcare/?lang=en
  • Welsh Government. (2017b). Foundation phase outcomes and national curriculum teacher assessment of core subjects at key stages 2 and 3. Cardiff: Welsh Government.
  • Welsh Government. (2017e). Draft budget 2018–19; Detailed proposals a new budget for Wales. Retrieved from http://gov.wales/docs/caecd/publications/171024-detailed-narrative-en.pdf
  • Welsh Government. (2017f). Prosperity for all: the national strategy. Retrieved from http://gov.wales/topics/people-and-communities/people/children-and-young-people/early-years/?lang=en
  • Welsh Government. (2017g). Childcare, play and early years workforce plan. Welsh Government: Cardiff. Retrieved from http://gov.wales/docs/dsjlg/publications/cyp/171215-childcare-play-early-years-workforce-plan-en.pdf

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.