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Fostering Early Childhood Attachment: The Impact of Caregiver Relationships in Islamic Boarding School Education
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Abstract
Purpose – This study aimed to explore the role of attachment in the educational context of early childhood students (santri) residing and learning in Pesantren Mambaul Hisan, Indonesia. The research sought to investigate the attachment dynamics between 5- and 6-year-old santri and their caregivers, including its impact on cognitive and socio-emotional development.
Design/methods/approach – This research adopted a qualitative case study approach, employing in-depth interviews, participant observation, and careful document analysis. The sample was selected purposively and consisted of 24 early childhood santri, 2 Islamic boarding school leaders, and 5 caregivers. Data were analyzed to understand the role of secure attachment in attaining Islamic boarding school educational goals.
Findings – The study revealed that secure attachment among early childhood santri fostered comfortable communication, enhanced cognitive development, and promoted socio-emotional growth. The secure attachment of these young students played a positive role in achieving the educational objectives of the pesantren. This research contributed to the existing knowledge on the psychology of early childhood santri, socio-emotional development, and attachment in an Islamic boarding school context, enriching our understanding of the role of passion in Islamic boarding school education.
Research implications/limitations – The findings of this study have important implications for improving the quality of early childhood education in Islamic boarding school settings. It underscores the significance of fostering secure attachment and the potential benefits of implementing attachment-based strategies in the education of young santri.
Practical implications – Understanding the role of attachment in Islamic boarding school education for young children can inform the development of more effective educational strategies and support systems.
Originality/value – This study adds a novel perspective by examining the role of attachment in the context of Islamic boarding school education for early childhood students.
Paper type Research paper
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1. Introduction
Secure attachment in children is a critical factor in their developmental success(Beaty, 2013), the foundational emotional bonds formed in early life, primarily with primary caregivers such as mothers(Bowlby, 1982). This early attachment lays the groundwork for all subsequent intimate connections throughout an individual's life(Biddle et al., 2014). In educational settings, including Islamic boarding schools, the role of teachers as secondary attachment figures becomes prominent. They provide a nurturing environment, fostering a love for learning and a safe space for exploration and risk-taking(Commodari, 2013)(Morrison, 2017)(Wentzel & Miele, 2016). Research indicates that children who experience warm, emotionally responsive interactions with teachers show enhanced social and emotional adjustment at school(Lifshin et al., 2019). Understanding these attachment dynamics is pivotal for educational achievement and mental health, as it informs strategies to support children's holistic development in educational and psychological research.
Secure attachment is a critical social and emotional need in children, significantly influencing their development. The research underscores the importance of nurturing these aspects in educational settings, yet many schools focus primarily on cognitive skills, neglecting the social and emotional dimensions(Cassidy et al., 2013). Positive attachment between children and teachers and primary caregivers like mothers has been shown to significantly enhance a child's social and emotional growth and independence, especially in children aged 5-6(Amin et al., 2021)(Bademci et al., 2019). Conversely, a lack of secure attachment can lead children to perceive themselves as unworthy and incompetent, often viewing adults as unresponsive or hostile, affecting their interactions and connections with teachers(Beaty, 2013)(Watson, 2003). This issue is exacerbated by societal changes such as increased childcare services, higher divorce rates, and the prevalence of children living in extended family settings or boarding schools(Fatkhurohmah et al., 2019)(Hasanah et al., 2021)(Jong & Jong, 2019)(Khoiruddin & Susiati, 2020)(Muniroh, 2014)(Sary & Iriyani, 2022)(Suyadi, 2019). Notably, research in Islamic boarding schools indicates that children can form secure attachments with caregivers even in the absence of their parents, fostering resilience, self-confidence, problem-solving abilities, and psychological closeness to their parents(Fuaturosida, 2013)(Suyadi, 2019).
Parent-child and teacher-child attachments and school bonding are integral to a child's social competence and academic achievement. Teachers, transcending the role of mere information deliverers, play a crucial part in nurturing positive connections with students and fostering their social, emotional, and cognitive development(Bergin & Bergin, 2015). Such secure attachments contribute significantly to better emotional regulation, enhanced social competence, and improved academic performance(Bademci et al., 2019)(Cassidy et al., 2013). This understanding has prompted educational institutions and governments to focus on the quality of teacher-child interactions, prioritizing measuring and improving these relationships(Tsigilis et al., 2017). The quality of a secure attachment between children and teachers is evidenced by various child behaviors, including seeking help from teachers, accepting their support, showing affection, and actively participating in classroom interactions(Tsigilis et al., 2017). The dynamic of teacher-child attachment differs from a parent-child branch, influenced by the child's age and the duration of their interaction with the teacher. While younger children (below 30 months) require more extended periods with a teacher to form a stable attachment, older children can develop secure attachments irrespective of the teacher's familiarity(Biddle et al., 2014)(Howes & Ritchie, 2002)(Pianta et al., 1997).
Teachers, akin to parents, play a pivotal role in fostering secure attachment in young children through sensitivity, responsiveness, and providing support and stimulation. Robinson highlights the importance of smiling and storytelling in building this attachment(Robinson, 2011), equally beneficial in early education settings. As children progress into elementary school, teachers become crucial attachment figures, especially for those experiencing anxiety. The emotional needs of each child vary, and teachers' awareness and supportive strategies significantly influence the children's coping mechanisms and emotional development. Furthermore, while children gradually become less dependent on their parents and more self-reliant in learning, the teacher's role remains vital, particularly for children with insecure home attachments(Robinson, 2011). However, attachment is not the sole determinant of a child's development, as other factors, such as family stability and environmental conditions, also play a critical role(Ludolph & Dale, 2012). Secure attachment leads to numerous positive outcomes, including increased vocabulary, social skills, positive peer interactions, and problem-solving abilities(Elicker et al., 1992)(Meins, 1998). Furthermore, the quality of emotional interaction with the mother at age six predicts cognitive engagement and motivational strength at age eight(Moss & Lauren, 2001).
The results of longitudinal research show that children who started with a base secure attachment will work better in life compared with kids who do not get secure attachment. Positive results of attachment safety can be seen in several things: First, a sense of price self, independence, and independence. Second, resilience to conflict and disappointment. Third, the ability to control impulses and feelings. Fourth, it is capable of building an eternal friendship. Fifth, quality connection with parents, caregivers, and others. Sixth, development from trust, intimacy, and heart conscience. Seventh, he is capable of controlling his behavior. Eighth, success performance in education. Ninth, he increased attachment to his son Alone(Jong & Jong, 2019).
Students with secure attachments will be Ready to build relationships with their friends and teachers. Students with safe attachment tend to their connection, making friendships more intimate and
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