ABSTRACT

In this commentary, I underscore the two developmental principles or laws pointed to by this series of papers on child-teacher dependency; namely, that behavior and development are coherent and that early attachment relationships are the foundation for later development. First, I will review briefly the history of the dependency and attachment concepts and how Bowlby and Ainsworth distinguished them. This is followed by an overview of the comprehensive findings on the development of dependency from the Minnesota Study of Risk and Adaptation. In the conclusion, ideas are presented regarding how to view dependency in the classroom and whether and how to intervene. Suggestions are made regarding the research needed moving forward.

摘要

在这篇评论中，我强调了这一系列关于儿童教师依赖的论文所指出的两个发展原则或规律；也就是说，行为和发展是连贯的，早期的依恋关系是以后发展的基础。首先，我将简要回顾依赖和依恋概念的历史，以及 Bowlby 和 Ainsworth 如何区分它们。接下来是对明尼苏达州风险和适应研究关于依赖性发展的综合发现的概述。在结论中，提出了关于如何看待课堂依赖以及是否以及如何进行干预的想法。就需要进行的研究提出了建议。