Attachment relationships are formed, organized, and elaborated through interactions between an attachment figure and her/his child. The parent–child codetermination process that establishes their relationship in infancy extends and expands during the preschool years. A child's developing ability to use her/his mother as a secure base requires support, time, and practice during early childhood. Moreover, experiences with attachment figures provide information that children use to build internal representations of their relationship. Thus, the organization of attachment behavior is expected to be related to the structure of a child's attachment representations. Yet, questions about how the structure of those representations develop remain unanswered. In moving into the preschool years, we anticipate that building of mental representations of secure base support and use will be guided by parent–child co‐construction processes. The child's improving language and advancing information processing skills increase the opportunities for verbally based interactions between caregiver and child. The mother–child co‐construction process of secure base relationships includes now a verbal‐representational component, but the nonverbal, behavioral building blocks remain in play as well.

中文翻译：

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I.引言：早期儿童中母亲与孩子的依恋关系的共同建构。

依恋关系是通过依恋人物与他/他的孩子之间的互动来形成，组织和阐述的。在婴儿期建立亲子关系的亲子共谋过程在学龄前期不断扩大。儿童发展其将自己的母亲用作安全基础的能力需要在幼儿期提供支持，时间和练习。此外，依恋数字的经验提供了儿童用来建立其关系的内部表示的信息。因此，依恋行为的组织被期望与儿童依恋表征的结构有关。但是，关于这些代表的结构如何发展的问题仍然没有答案。在进入学前班时，我们预计，建立安全的基础支持和使用的心理表征将以亲子共建过程为指导。儿童不断提高的语言能力和先进的信息处理能力为照顾者与儿童之间进行基于语言的互动提供了更多机会。安全基础关系的母子共建过程现在包括口头代表成分，但非言语，行为的构建块也仍在起作用。