Effects of Attachment on Emotional & Cognitive Development in Kindergarten Students
Jessica Bower ~ Chadron State College
Dr. Ortega ~ Spring, 2022
Table of Contents
Abstract
Statement of the Problem
Hypothesis
Methodology
Participants
Research Design
Procedures
Data Analysis
Time Schedule
Budget
References
IRB Documents
Abstract
This study examines the correlation between attachment and emotional and cognitive development of kindergarteners by evaluating a sample of kindergarteners in three elementary schools in Cheyenne County. Participants were 20 kindergarten students, ages 5-6 and 6 kindergarten teachers from three elementary schools. First, participants will be evaluated by researchers using the Separation Anxiety Test (SAT), to determine if they are securely or insecurely attached. Then, the participants will be evaluated using the COR Assessment by Highscope Educational Research Foundation. The COR Advantage Assessment calculates development in over 36 categories covering emotional, social and cognitive development. Finally, researchers will survey the kindergarten teachers in each of the three schools to determine if they have noticed a correlation between their relationship with students and improvements in emotional and cognitive development. The results of the SAT and the COR assessment will show if there is a relationship between attachment with primary caregivers and emotional and cognitive performance in kindergarteners. The results of the survey will then be compared with the findings to determine if kindergarten teachers in Cheyenne County support the correlation between attachment and behavioral and academic performance in their classrooms.
Statement of the Problem
The purpose of this study is to determine the effects of emotional and cognitive development in kindergarten students. Do kindergarten students with a secure attachment perform better in academic settings? Are kindergarten students with secure attachments to their primary care givers able to expand cognitive abilities because they feel safe and can regulate emotional processes better? Do kindergarten students with an insecure attachment to their primary caregiver suffer cognitive developments because of a lack of self-control and attention seeking behaviors? Are teachers able to hone into the cognitive and emotional capacity of students through forming a secure attachment with students? Can a secure attachment formed with caregivers other than the primary help students to improve emotional and cognitive development?
Statement of Hypothesis
The purpose of this study is to determine if there is a correlation between a secure attachment and emotional and cognitive development in kindergarten students. Furthermore, can an attachment with teachers promote the same positive results in cognitive and emotional development in students with insecure attachments with their primary caregivers. Previous research shows that students with a secure attachment to their primary caregivers perform better in a classroom setting and can form positive relationships with their peers. These factors support the correlation between secure attachments and emotional development. Cognitive development is impaired in kindergarten when insecurely attached students struggle with behavior and attention issues. This supports the idea that there is a correlation between attachment and emotional and cognitive development. Based on previous research, it is reasonable to expect that students who show a secure attachment will perform better in emotional and cognitive development via the COR assessment, than students who show an insecure attachment. It can also be assumed that students who form a secure attachment with teachers will show improvements in emotional and cognitive development, while in that teacher’s care. Attachment is defined as a close relationship between caregiver and child, that creates feelings of safety and trust for baby and a positive shared experience (Broderick & Blewitt, 2015). Emotional development is defined as the “emergence of the experience, expression, understanding, and regulation of emotions from birth and the growth and change in these capacities throughout childhood, adolescence, and adulthood” (Trentacosta & Izard, 2020). Cognitive development is “the growth and maturation of thinking processes of all kinds, including perceiving, remembering, concept formation, problem solving, imagining, and reasoning” (APA, 2020).
Methodology
Participants
Kindergarten students from the three elementary schools in Cheyenne county will be chosen using a random proportionally stratified sampling process so each of the three schools are represented based on the percentage of kindergarten students in each school. The kindergarten teachers in Cheyenne county will also be surveyed to add support to the findings. Participants will include 20, 5–6-year-old kindergarten students and 6 kindergarten teachers. Cheyenne county residents are 49.8% female and 88.6% white (non-Hispanic). The primary language spoken in Cheyenne county is English. 93.6% of Cheyenne county residents are high school graduates and 25.4% of Cheyenne county residents have a bachelor’s degree or higher. According to the United States Census Bureau (n.d.), the average household income in Cheyenne county was $53,871 in 2019, which is considered middle- class in Nebraska. Study will take place at Potter-Dix School, Leyton Elementary School, and Central Elementary School in the students’ normal classroom environment.
Research Design
Student participants will be tested for attachment using the Separation Anxiety Test (SAT). This test will be administered in the students’ regular classroom environment by the researcher. The results will be calculated and graphed on a chart with each student’s assigned number. Each student will be categorized as securely attached or insecurely attached, in the nominal variable style. Students will then complete the COR assessment, which evaluates 36 areas of development including emotional, social and cognitive development. The results will be graphed on the same chart to match with each student’s corresponding number, as they pertain to emotional, social and cognitive development. Emotional, social, and cognitive development will be scored using an ordinal scale and compared to securely or insecurely attached data. The SAT and COR assessment have been evaluated by researchers and show a high validity and reliability rate (Highscope, n.d. & Binney, Smith, & Wright, 1995). Teachers will be given the attachment questionnaire and asked to return it to researchers. Attachment is defined as a close relationship between caregiver and child, that creates feelings of safety and trust for baby and a positive shared experience (Broderick & Blewitt, 2015). Emotional development is defined as the “emergence of the experience, expression, understanding, and regulation of emotions from birth and the growth and change in these capacities throughout childhood, adolescence, and adulthood” (Trentacosta & Izard, 2020). Cognitive development is “the growth and maturation of thinking processes of all kinds, including perceiving, remembering, concept formation, problem solving, imagining, and reasoning” (APA, 2020).
Procedures
Student participant’s parents will be given the consent form for minor participants. Researchers will discuss the consent form details with parents and answer any questions they may have. Teacher participants will be given the consent form for adult participants and researchers will answer any questions they may have.
Data will be collected via SAT test results, COR assessment scores, and teacher surveys. Each teacher and student will be assigned a number to keep the results confidential. Teachers may return survey’s with only their school’s name. Envelopes will be postmarked. Return and mailing addresses will be the researchers address. No personal information will be shared when reporting the results of the study.
SAT and COR assessment have been vetted for validity and reliability. The attachment survey has been pilot tested for understanding and content validity.
Data Analysis Plan
Results will be collected from SAT as a nominal variable. Participants will be scored as 1 for securely attached and 2 for insecurely attached. Test scores from the COR assessment will also be assigned a nominal variable, either 1 for below average, 2 for average range, and 3 for above average. SAT and COR assessment scores will then be graphed for comparison, using students corresponding numbers to eliminate bias. According to Mills, nominal variables are categorical variables that include two or more named categories (2019). The use of nominal variables seemed appropriate in this instance as the purpose of the study is to determine whether there is a correlation between secure attachments and high emotional and cognitive development. It is not necessary to rate each student’s scores using ordinal or interval ranking, as it isn’t important to know how each individual student scored, but rather, whether students who show a secure attachment score higher or average and whether students with an insecure attachment score average or lower than others.
The nominal variables of secure or insecure and below average, average and above average will then be correlated using the phi coefficient to determine if there is a linear relation or a random plot. Mills states that a phi coefficient should be used, “when both variables are expressed in terms of a categorical dichotomy” (2019). The phi coefficient will show us the chances of a relationship between attachment and emotional and cognitive development.
Time Schedule
Jan. Feb. Mar. Apr. May June
Principal, Teacher & Parent Approval *
Select Participants & Prepare Documents *
Execute Study *
Analyze Results *
Surveys *
Write Report & Share Findings w/Schools *
Budget
20 Students COR Assessment Testing- $12.99*20= $259.80
20 Students SAT slides- $3.99
6 Teacher surveys, stamps & envelopes $3.83
Researcher’s Time - 40 hrs. * $25= $1,000.00
Total $1,267.62
References
Broderick, P & Blewitt, P. (2015). The Life Span: Human Development for Helping Professionals (4th ed.).
Pearson Education, Inc.
Crouch, M. (2015). Attachment: what is it and why is it so important. Kairaranga, 16 (2), 18-23.
https://files.eric.ed.gov/fulltext/EJ1240567.pdf
Trentacosta, C. J., & Izard, C. E. (2020). Emotional Development. Encyclopedia Britannica.
https://www.britannica.com/science/emotional-development
American Psychological Association. (2020). Cognitive Development. American Psychological Association.
Retrieved on Feb 10, 2022, at https://dictionary.apa.org/cognitive-development
Wellish, M. (2010). Communicating love or fear: The role of attachment styles in pathways to giftedness.
Roeper Review, 32:116–126. DOI: 10.1080/02783191003587900
Pallini, S., Vecchio, G.M., Baiocco, R. et al. (2019). Student–teacher relationships and attention problems in school-aged children: The mediating role of emotion regulation. School Mental Health 11, 309–320.
https://doi-org.ezproxy.chadronstatelibrary.com/10.1007/s12310-018-9286-z
Crugnola, C. R., Grazzani, I. & Ornaghi, V. (2015). Emotion comprehension and attachment: A conversational intervention with school-aged children. European Review of Applied Psychology, 6 (65), 267-27.
https://doiorg.ezproxy.chadronstatelibrary.com/10.1016/j.erap.2015.10.004
United States Census Bureau. (n.d.). Quick Facts: Cheyenne county Nebraska. United States Census Bureau.
https://www.census.gov/quickfacts/fact/table/cheyennecountynebraska
Binney, V., Smith, P. K., & Wright, J. C. (1995) Security of Attachment in 8-12-year-olds: a
revised version of the separation anxiety test, its psychometric properties and clinical interpretation.
The Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/j.1469-7610.1995.tb01327.x
Highscope (n.d.) Results you can trust. That’s the core advantage.
Retrieved at
https://kaymbu.com/wp-content/uploads/2018/10/CORAdv-16pgBrochure_9-2018_email.pdf
Mills, G., E. (2019). Educational Research. Competence for Analysis and Applications (12th
edition). Pearson Education, Inc.
CONSENT FORM for Adult Participants (19 years and older)
Effects of Attachment on Emotional and Cognitive Development in Kindergarten Students
Invitation to Participate: You are invited to participate in a study of attachment and its effects on emotional and cognitive development being conducted by Jessica Bower who is a student at Chadron State College.
Basis for Participant Selection: You have been selected for participation in this study because you are a principal or teacher for kindergarten students in Cheyenne county, Nebraska.
Overall Purpose of Study: The purpose of this study is to determine if there is a correlation between attachment and student performance emotionally and cognitively. Determining this correlation could help educators and parents work together to promote attachment between students and parents, as well as between teachers and students, in order to improve each child’s emotional and cognitive development in school and throughout their lives.
Explanation of Procedures: If you decide to participate, you will be asked to do the following things: Allow researchers to conduct two separate tests (one is a verbal and visual test, and the other is completed on a computer) during class time. Each test takes approximately 30 minutes to conduct. If you are a teacher, you will also be asked to complete an anonymous, 8 question survey and return it to researchers, using a pre-paid envelope.
Potential Risks and Discomforts: Very little risk or discomfort will be present since the testing will take place during normal class time and teachers will simply be asked to engage in a support role. Completing the survey should not require too much of any teacher’s time and can easily be mailed, using a pre-paid envelop.
Potential Benefits: The benefits of this research include providing teachers will a new set of skills and insights for engaging students with problem behaviors.
Compensation for Participant: There is no monetary compensation for participating in this study. However, since the study will take place during normal work hours, teachers will not be asked to use any of their off-the-clock time to participate.
Assurance of Confidentiality: All participant information will be kept confidential. Each participant will be assigned a number and results will be correlated with that number. Researchers will not even know which number relates to each participant, as numbers will be chosen at the beginning of the study and used in all testing and data analysis. Teacher surveys will be returned to researchers anonymously.
Withdrawal from the Study: Your participation in this study is voluntary. Your decision whether or not to participate will not affect your schools standing or any teacher’s position at the school. If you decide to participate, you are free to withdraw your consent and discontinue participation at any time.
Offer to Answer Questions: You should feel free to ask questions now or at any time during the study. If you have questions, you can contact Jessica Bower at 720-315-6564, Chadron State College. If you have questions about the right of research subjects, contact the Chair of the Chadron State College Institutional Review Board at 1-308-432-6203.
Consent Statement:
You are voluntarily making a decision whether or not to participate. Your signature indicates that, having read and understood the information provided above, you have decided to participate.
You will be given a copy of this consent form to keep.
Signature of Participant Date
Signature of Investigator Date
CONSENT FORM for Minor Participants – Parent/Guardian Form
Effects of Attachment on Emotional and Cognitive Development in Kindergarten Students
Invitation to Participate: Your child is invited to participate in a study of attachment and its effects on emotional and cognitive development being conducted by Jessica Bower who is a student at Chadron State College.
Basis for Participant Selection: Your child has been selected for participation in this study because they are a kindergarten student in Cheyenne county, Nebraska.
Overall Purpose of Study: The purpose of this study is to determine if there is a correlation between attachment and student performance emotionally and cognitively. Determining this correlation could help educators and parents work together to promote attachment between students and parents, as well as between teachers and students, in order to improve each child’s emotional and cognitive development in school and throughout their lives.
Explanation of Procedures: If you and your child decide to participate, your child will be asked to do the following things: Participate in two separate tests (one is a verbal and visual test, and the other is completed on a computer) during class time. Each test takes approximately 30 minutes to conduct. Students will experience this as they do any other testing that takes place in class. Both tests are designed appropriately for 5-6 years old children and are usually enjoyed by participants.
Potential Risks and Discomforts: Very little risk or discomfort will be present, due to this study. Students will have no discomfort, other than any normal test anxiety that they may experience during any routine testing done in school. Test anxiety is reduced, due to the nature of each test. Most students enjoy these tests as they are in the form of game and group participation.
Potential Benefits: This research could provide parents will new skills and understanding for engaging their child and helping them to reach their potential. Some parents may learn how to reduce negative behaviors experienced with their child and promote positive behaviors in their place.
Compensation for Participant: There is no monetary compensation for participation, but inconvenience to the participants is non-existent, given that this study will take place during normal school hours.
Assurance of Confidentiality: All participant information will be kept confidential. Each participant will be assigned a number and results will be correlated with that number. Parents will receive their child’s corresponding number at the beginning of the study (If you wish to discuss your child’s results with researchers after the study is completed, please hang on to the number you are provided with by researchers). Researchers will not even know which number relates to each participant, as numbers will be chosen at the beginning of the study and used in all testing and data analysis going forward.
Withdrawal from the Study: Your child’s participation in this study is voluntary. Your and your child’s decisions whether or not to participate will not affect your child’s or your grade or treatment in class. If you or your child decide to participate, you and your child are free to withdraw your consent and discontinue participation at any time.
Offer to Answer Questions: You and your child should feel free to ask questions now or at any time during the study. If you have questions, you or your child can contact Jessica Bower at 720-315-6564, Chadron State College. If you have questions about the right of research subjects, contact the Chair of the Chadron State College Institutional Review Board at 1-308-432-6203.
You are voluntarily making a decision whether or not to allow your child or legal ward to participate. Your signature indicates that, having read and understood the information provided above, you have decided to permit your child or legal ward to participate in this research.
You will be given a copy of this consent form to keep.
_____________________________ ________
Signature of Participant Relationship to Participant Date
_______________
Signature of Participant Relationship to Participant Date
(Second signature required if participant will be exposed to more than minimal risk)
Signature of Investigator Date
Note: If the minor is between the ages of eight and nineteen, the minor must complete an “Assent Form” as well. A copy of this assent form will be provided to the parent or legal guardian.