The importance of relationships and interactions in early childhood are currently on the rise in the education field. Parent-child relationships, teacher-child interactions, peer collaborations, and parent-teacher connections all play a significant role in a developing child. These interactions can influence positive and unfortunately negative outcomes in early life. However, parents and teachers can shape these interactions into positive and encouraging opportunities that can provide children with life enhancing results. The first relationship a child forms is between the child and the caregiver. The parent and child relationships is the most significant and long-lasting in a child’s life. This first relationships is directly related to Bowlby’s
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(2012) describes how the foundation of emotional development is primarily dependent on the attachment relationships between child and mother. The mother and baby are connected during pregnancy; eating, sleeping, and experiencing the same feelings, in a way, occur as one. When the baby is born the mother is the only thing that child may recognize in the unfamiliar world. The relationship that is formed between the child and parent must be secure in order for the child to develop appropriate emotions and reactions. According to attachment theory children are able to create mental representations of their relationships known as internal working models that organize and filter the interactions with adults in the family and elsewhere (Ahnert, Milatz, Kappler, & Schneiderwind, 2013). When children have formed secure attachment with their caregivers they are able to manage their emotions and self-regulate when needed. For example when secure children’s parents leave them for a short period of time those children can remain calm when their care-giver is away and show comfortable interactions with their care-givers once they arrive (O’Connor et al., 2011). Whereas insecure, avoidant, ambivalent, and controlling children react in adverse ways when observed while being separated and reunited with their parents. It is probable that these types of attachments can reduce closeness and increase conflict from pre-kindergarten through fifth grade (O’Connor et al., 2011).
(2012) describes how the foundation of emotional development is primarily dependent on the attachment relationships between child and mother. The mother and baby are connected during pregnancy; eating, sleeping, and experiencing the same feelings, in a way, occur as one. When the baby is born the mother is the only thing that child may recognize in the unfamiliar world. The relationship that is formed between the child and parent must be secure in order for the child to develop appropriate emotions and reactions. According to attachment theory children are able to create mental representations of their relationships known as internal working models that organize and filter the interactions with adults in the family and elsewhere (Ahnert, Milatz, Kappler, & Schneiderwind, 2013). When children have formed secure attachment with their caregivers they are able to manage their emotions and self-regulate when needed. For example when secure children’s parents leave them for a short period of time those children can remain calm when their care-giver is away and show comfortable interactions with their care-givers once they arrive (O’Connor et al., 2011). Whereas insecure, avoidant, ambivalent, and controlling children react in adverse ways when observed while being separated and reunited with their parents. It is probable that these types of attachments can reduce closeness and increase conflict from pre-kindergarten through fifth grade (O’Connor et al., 2011).