Secure base scripted knowledge and preschoolers' social competence in samples from Mexico and Peru

A central hypothesis in attachment theory poses that child-mother relationships have implications for children's social competence. A key task for researchers is that of investigating the pathways responsible for the association found between child attachment security and social competence. We studied whether children's secure base representations, defined as scripts, are associated with assessments of social competence in a preschool setting. We tested this association in samples from Mexico and Peru. Preschoolers' attachment representations were assessed via narratives gathered with the Attachment Story Completion Task. Teachers (in Mexico) and mothers (in Peru) provided questionnaire information about social competence. Attachment scripts predicted children's social competence in both samples. Results are discussed in terms of their implications for theory and research.

Mother-child attachment and social anxiety: Associations with friendship skills and peer competence of Arab children

The goal of the study was to examine the joint and distinct contribution of attachment security and social anxiety to Arab children’s peer competence in middle childhood. We focused on Arab children as very little research has examined close relationships for this group. A sample of 404 third-, fourth- and fifth-grade Arabic students (203 boys and 201 girls), mostly from lower middle-class neighborhoods in northern Israel, participated in the study. In a cross-sectional design, bivariate correlations and regression analyses were performed, and findings revealed that attachment security was negatively related to distancing strategies in help-seeking and help-giving contexts, whereas social anxiety was positively related to these strategies. Secure attachment was also associated with providing reassurance to friends, and with peer competence as perceived by teachers. The possible implications of the socio-cultural context, suggestions for future studies, and implications for school intervention are discussed.