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Freier Beitrag

Bindungsrepräsentationen von pädagogischen Fachkräften in Kindertageseinrichtungen

Published Online:October 27, 2020https://doi.org/10.1026/2191-9186/a000493

Abstract

Zusammenfassung. Bisher weiß man wenig darüber, durch welche Faktoren eine hohe Interaktions- und Beziehungsqualität von pädagogischen Fachkräften in Kindertageseinrichtungen gefördert oder beeinträchtigt wird. Gemäß der Bindungstheorie wird angenommen, dass das Interaktionsverhalten von Betreuungspersonen vom inneren Arbeitsmodell von Bindung maßgeblich mitbeeinflusst wird. In der vorliegenden Studie wurde die Bindungsrepräsentation von n = 66 pädagogischen Fachkräften in Kindertageseinrichtungen in Deutschland anhand des Adult Attachment Interviews (AAI; George, Kaplan, & Main, 1985) erfasst. Es zeigte sich eine Verteilung der Bindungsrepräsentationen vergleichbar mit nicht-klinischen Stichproben laut der Metaanalyse von Bakermans-Kranenburg und van IJzendoorn (2009). Dabei bestanden keine Unterschiede zwischen Fachkräften in Kindergärten und Krippen. Es zeigte sich allerdings ein Einfluss des Alters der Fachkräfte dahingehend, dass jüngere Fachkräfte häufiger über eine sichere Bindungsrepräsentation und seltener über einen unverarbeiteten Verlust bzw. ein unverarbeitetes Trauma verfügten. Implikationen für Forschung und Praxis zur Förderung von positiven Fachkraft-Kind-Interaktionen und -Beziehungen werden diskutiert.


Caregivers' Attachment Representations in Child Care

Abstract. So far little is known about the factors that enhance or impair high quality of interactions and relationships between caregivers and children in early child care. According to attachment theory it is assumed that the caregiving behavior is derived to a certain amount from the caregiver's own working model of attachment. In a sample of n = 66 early childhood teachers in Germany, their attachment representations were assessed using the Adult Attachment Interview (AAI; George et al., 1985). The distribution of attachment representations was comparable to the percentages of non-clinical samples in a meta-analytic study by Bakermans-Kranenburg and van IJzendoorn (2009). No significant differences between early childhood teachers in nurseries and preschools were found. However, a significant age effect was found: in younger teachers secure attachment representations were more likely and unresolved loss or trauma was less likely. Implications for research and practice are discussed.

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