TY -  JOUR
PY -  2019
SN -  1972-5620
T1 -  Teacher-child emotional matching: The role of attachment representation
JO -  RICERCHE DI PSICOLOGIA 
DA -  2/15/2020 12:00:00 AM
DO -  10.3280/RIP2019-004002
UR -  http://www.francoangeli.it/Riviste/Scheda_rivista.aspx?idArticolo=65597
AU -  Marchetti, Antonella
AU -  Castelli, Ilaria
AU -  Massaro, Davide
AU -  Valle, Annalisa
AU -  Cornetti, Valentina
SP -  587
EP -  598
IS -  4
VL -  42
LA -  EN
AB -  This study examines the role of children’s representation of attachment relationships in emotional matching as shown in teacher-child dyads engaged in Autobiographical Emotional Events Dialogue (AEED; Oppenheim, 2007). This task involves the dyad in the co-construction of narratives related to significant emotional episodes lived by the child and evaluates the participation of both partners during this process. Participants were thirty-seven children from five to seven years of age with their three teachers: the dyads completed the AEED and the children were tested with the Separation Anxiety Test - School Version, the Peabody Picture Vocabulary Test - Revised, and the Coloured Progressive Matricies. The results evidenced a link between the quality of teacher-child attach ment from the child’s point of view and the emotional matching: children who have a secure representation of attachment significantly increase the probability that the dyad will be emotionally matched.
PB -  FrancoAngeli
ER -