Childrens' attachment story-completions and their theory of mind in three Turkish contexts: Seasonal migrant agricultural worker communities, residential group homes, and rural villages

This study examines the association between attachment story-completions, as evaluated by a representational attachment measure, and theory of mind (ToM) among 204 socioeconomically disadvantaged children aged four to six years living in three distinct Turkish contexts: Seasonal migrant agricultural...

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Bibliographic Details
Published in:Attachment & human development 2024-02, Vol.26 (1), p.41-65
Main Authors: Erden Ozcan, Sule, Ozgun, Ozkan
Format: Article
Language:English
Subjects:
Agriculture
Attachment story-completions
Child
Child, Preschool
Cognition & reasoning
early childhood
Farmers - psychology
Female
Group Homes
Humans
low- and middle-income countries
Male
Object Attachment
residential group homes
Rural Population
seasonal migrant agricultural workers
Socioeconomic Factors
Theory of Mind
Transients and Migrants - psychology
Turkey
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Summary:This study examines the association between attachment story-completions, as evaluated by a representational attachment measure, and theory of mind (ToM) among 204 socioeconomically disadvantaged children aged four to six years living in three distinct Turkish contexts: Seasonal migrant agricultural worker (SMAW) communities, residential group homes (RGHs), and rural villages. Attachment story-completions and ToM were found to be related to the distinct contexts children were living in. In the SMAW communities, higher number of children showed insecure dominant attachment, with only one in four having secure dominant attachment. About half of the children in the RGHs had insecure dominant attachment. However, the majority of village children exhibited secure dominant attachment. Furthermore, irrespective of the context, secure dominant attachment was found to have a substantial positive influence on children's ToM. Findings suggest that early intervention programs tailored to address emotional needs and support cognitive skills may be the most effective in helping children in these contexts.
ISSN:1461-6734
1469-2988
DOI:10.1080/14616734.2024.2330437