Two scholars, John Bowlby and Mary Ainsworth, are largely credited with creating the ideas behind attachment theory. Bowlby had a long career working with children, parents and families, focusing on separation and the parent-child relationship. Likewise, Ainsworth's career and studies centered around the parent-child relationship, separation and security. In the early 1950s, while working together, Bowlby and Ainsworth began the basis for attachment theory by researching the mother-child relationship. As the theory evolved it grew into a more concrete explanation of development, emotional and social behaviors that includes understanding how the bonds that a young child makes with a parent or primary caregiver effect the rest of development.
Before applying attachment theory to the preschooler's behaviors and actions, it is essential to understand what types of attachment exist, how children exhibit the attachments and where attachments come from. A secure attachment is positive and begins in infancy when a child feel free to explore his environment while in close contact with his mother or other caregiver. Children who are securely attached will be saddened or upset when the care giver leaves, or can not be seen, but typically shows joy when the adult returns. In contrast, insecure attachments are negative types. an anxious-ambivalent insecure attachment is characterized by a child who does not feel comfortable exploring her environment, becomes extremely upset when the care giver leaves and demonstrates ambivalence upon the parent's return. Anxious-avoidant insecure children may not explore their surroundings, but also show little emotion towards the parent or care giver.
Many preschoolers are just beginning their formal education. Whether it is at a day care or early childhood education center, attachment theory can help to explain why the preschool aged child reacts to a new teacher or an unfamiliar situation, like the first day at a new school, in certain ways. The securely attached child may be fearful and cry after his mother, father or other care giver leaves, but he will eventually begin to explore the classroom, interact with other students and show interest in a new teacher. On the other hand, an insecurely attached child may not show emotion toward adult care givers or may even go as far as to push them away and avoid all interactions. This can make it hard for the preschool teacher to engage the child in activities or socially with peers and staff members.
Following Bowlby and Ainsworth's work a fourth type of attachment was theorized by Main and Solomon. This form of attachment, disorganized behavior, includes children who show no real pattern of responding to care givers. As a negative style, children with disorganized attachments will display many behaviors and reactions such as confusion, avoidance or resistance. Like insecurely attached preschoolers, young children with disorganized patterns may be problematic for the teacher to interact with in the classroom. These children may be unpredictable and will require special attention for the teacher to help them move towards trusting and responding to adults as well as peers.