Program practices, caregiver stability, and child–caregiver relationships

Abstract

In this article, we examine program practices, caregiver behaviors, and classroom climates associated with positive child–caregiver relationships. We used the presence or absence of these practices and our independent observations of child–caregiver interactions and classroom climates to predict children's attachment security. Two hundred and fifty-six children (48% girls) from 22 programs serving underrepresented children and families in Los Angeles and rural North Carolina participated in this research. Three of the programs served only children from difficult life circumstances. Over half of the children experienced basic stability and uniform/consistent caregiving, while primary caregiver assignment and looping were rare. Programs specifically serving only children from difficult life circumstances were more likely to use relationship practices; 74% of them experienced all four practices, in programs for the other children, none of them experienced all four practices. The children from difficult life circumstances were in less acrimonious classrooms, and were more likely to be with teachers who interacted with them intensely and sensitively. Intense and sensitive interactions, and spending more time with the primary caregiver were most important in predicting child–caregiver attachment security. Secondary and negative predictors were membership in a caregiver direction cluster and being assigned to a caregiver.