Vinculação a Pais, Pares e Professores “ estudos com o IPPA-R para crianças do ensino básico

Abstract

The middle childhood period “ the latency “ has been less invested in attachment studies. However, normative developmental tasks, such us adaptation to school, are essential and appear to require skills that are influenced by attachment to caregivers. At school, peers and teachers may also take significant roles “ complementary to parents “ functioning there as a significant figure or support. This paper presents preliminary data from the adaptation and validation of three versions “ Parents, Peer and Teachers “ of IPPA-R (Inventory of Parent and Peer Attachment) “ for children aged 9 to 11 years old. The three self-report (each with 25 items) were used in a sample of 245 children from public and private/cooperative schools and data suggest a similar structure to each scale. The psychometric qualities found and the ease of application suggests that these are appropriate instruments to evaluate the perception of attachment security of significant people (like parents, peers or teachers) at these ages.