Sviluppo dei comportamenti di sicurezza e no distress nell'attaccamento bambino-educatrice

During my educational path, I contributed to current Molina and Macagno's study, in which the Parent Attachment Diary (Stovall-McClough & Dozier, 2004) was readapted to have a new tool to be used in educative context. This new diary is called ¿Professional Caregiver Attachment Diary¿ (¿Diario dell'Attaccamento per le Educatrici/gli Educatori¿, DAE). The purpose of this study is analyzing the development of attachment relationship between a child and his professional caregiver. The diary includes three possible observations during a typical day in day-care service. This research has 85 subject (children within 36 months). They were observed for a week, for the first time after two months from academic inclusion and for the second one after other two months since the first observation. Specifically, I analyzed the development of secure and no distress behaviors. Indeed, I did a paired sample Student's t Test (Confidence Interval: 95%) to compare the means of secure and no distress behaviors at two and four months since academic inclusion. The results showed that secure behaviors remain almost the same in two observations, on the other hand no distress behaviors have a significant increase in the second observation. This means children establish a relationship with their professional caregivers showing themselves at ease in day-care service.