Determining attachment styles of the pre-school teacher candidates

AbstractEach relationship a child establishes with adults in every stage of his/her development has a unique role. After he/she dis-attaches himself/herself from the parents or another child-rearing-person, the adults that a child builds meaningful relationships with are often the pre-school teachers. Psychology literature asserts that “attachment styles” are related to the person's character. Therefore, we argue that it is crucial to determine the “personal attachment styles” of the pre-school teachers. In this study we aim to discuss the four different styles of attachment of the pre-school teachers, which are secure, fearful, dismissive, and preoccupied. Our study objects are 91 senior students in the Pre-school Education program at the Ankara University. In this research, relationship/s scale will be used as the survey tool. This study shows that, from among 91 fourth-year students in the Department of Preschool Teaching, 48% have secure-dismissive attachment styles which can be deemed positive and 52% have fearful-preoccupied attachment which can be deemed negative