Abstract:
The purpose of this study was to examine the association of parenting styles and child
teacher attachment styles in preschool setting. To this end, descriptive survey design
was employed. Stratified sampling was employed to select private and government
preschools and for selection of male and female parents and systematic random
sampling was employed to select participant children. Of the 32 preschool found in the
district 22 preschools were selected through simple random sampling technique as
sample schools. Two hundred and three preschool children, 100 fathers, 103 mothers, 2
male and 22 female preschool teachers were participated in this study. The instrument
of data collection was questionnaire. Frequency, percentage and Pearson correlation
were utilized to analyses the data gained through the questionnaire. The results of the
study revealed that parenting styles had correlation with preschool child-teacher
attachment styles, authoritative parenting style had negative correlation with secure
child-teacher attachment relationship, negligent parenting style had moderate
influence, permissive parenting style had low influence on children to establish
insecure child-teacher attachment but authoritarian parenting style does not predict
insecure child teacher attachment in preschool. Finally, recommendations were
forwarded based on the major findings of the study. Parents should not give indulging
or very lax freedom to their children and set age appropriate demandingness or rules
in order to make correction on their children misbehavior and to build a base for
secure later attachment a at preschool. It is better that negligent parents to be close,
give attention, responsive, establish warmth relationship and set important strict rules.
Parents and preschool teachers should work with cooperation in order to made
appropriate and timely intervention on children attachment problem. At the end the
researcher recommended to other researchers to conduct further study on this area
starting early childhood period.
