The Female Kindergarten Teachers’ Relationships with Children with Insecure Attachment and Their Relationship with the Verbal Abilities of Those Children

摘要

The present study aimed to explore the female kindergarten teachers’ relationships with children with insecure attachment. It aimed to explore the relationship between such relationships and the verbal abilities of those children in University district, Amman. The sample consists from 110 children (i.e. 71 male children and 39 female children). Those children with insecure attachment with caregivers. The researchers adopted a descriptive correlative approach. They used a scale to identify the insecure attachment pattern. The latter scale was used to collect data from the primary caregivers of the children. The correlation coefficient values of the latter scale are within the range of (0.260- 0.631). The Cronbach alpha coefficient value of the latter scale is 0.903. The researchers also used a scale for exploring the female kindergarten teachers’ relationship with the children. The latter scale was used to collect data from the female kindergarten teachers. The correlation coefficient values of the latter scale are within the range of (0.552- 0.169). The Cronbach alpha coefficient value of the latter scale is 0.875. The researchers used a scale for assessing the verbal abilities of each child. The correlation coefficient values of the latter scale are within the range of (0.187- 0.624). The Cronbach alpha coefficient value of the latter scale is 0.875). The level of the positive relationships between the female kindergarten teachers and the children with insecure attachment in Amman is moderate (m=2.600). The mean of the (closeness) dimension is high. The mean of the (conflict) demission and the mean of (dependency) dimension are low. 51.8% of the sampled children have moderate verbal abilities level. There are statistically significant correlation between the kindergarten teachers’ relationships with those children and the children’s verbal abilities. It was found that 24.9% of the changes in the female kindergarten teacher-children relationship can be attributed to the children’s verbal abilities.