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ERIC Number: EJ1188802
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1469-9532
EISSN: N/A
Attachment Relationship to Teacher and Intensity of Emotional Expression in Children with Down Syndrome in Regular Kindergarten and Nursery School
Rea, Monica; Ferri, Rosa; Nemola, Alessandra; Langher, Viviana; Lai, Carlo
Journal of Intellectual & Developmental Disability, v41 n1 p31-41 2016
Background: We investigated attachment behaviours of children with Down syndrome (DS) toward their preschool teacher and examined whether children's emotional expressivity predicted the incidence of attachment behaviours. We hypothesised that children with DS will show a low level of secure attachment to their teacher and that emotional competence will be associated with secure attachment. Method: Forty-one children with DS (21 males, 20 females, M mental age = 34.6 months, SD = 11.9) were matched with 51 typically developing (TD) children (24 males, 27 females, M mental age = 32.2 months, SD = 17.5). Attachment and socio-emotional development were assessed for each child. Results: Children with DS presented lower scores of attachment, affiliation, anger, and emotional competence compared to TD children. Affiliation in high-stress situations was predictive of attachment behaviours. Conclusions: The findings show that children with DS were less attached to the teacher and less emotionally expressive compared to TD children.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy (Rome)
Grant or Contract Numbers: N/A