Representations of attachment and sociometric status among preschoolers

The purpose of this study was to examine the associations of a child's early relationship with his or her primary caregiver, his or her representation of that relationship, and his or her status within a peer group or, more specifically, between the quality of a preschooler's internal representations of attachment and the peer status he or she achieves in the context; of the classroom. This study was conducted over an 8-month period and involved two interviews: (a) one assessing representational models and (b) one assessing peer status. Results showed that (a) there is a difference in the quality of the representational model and (b) the model does have an impact on later behavior (as measured through peer status). Research results are discussed, and implications are presented.