Separation anxiety and parental attachment styles and their relationship to the learning performance of kindergarten children

The current study is interested in monitoring the relationship between separation anxiety and parental attachment styles on the one hand and the learning performance of kindergarten children on the other hand. This is through their learning performance in the kindergarten, as monitored by their learning assessment tools approved by the kindergarten administration. The study sample consisted of children in the second grade of kindergarten, ages (6-7) years, from some experimental language kindergartens in Cairo Governorate, and their number reached (60) children, male and female. Two measures of parental attachment styles and a measure of separation anxiety were applied to the mothers of the children (Prepared by the two researchers), their learning performance was also monitored through the kindergarten achievement evaluation form approved by the Ministry of Education. The results resulted in the existence of a statistically significant inverse relationship at the level of (0.01) between secure attachment and each of the physical symptoms, behavioral and cognitive symptoms, social symptoms, emotional symptoms, and the total degree of separation anxiety, and the presence of a statistically significant direct relationship at the level of significance (0.01) between attachment Anxious/resistant and each of the physical symptoms, behavioral and cognitive symptoms, social symptoms, emotional symptoms, and the total degree of separation anxiety, and the presence of a statistically significant direct relationship at the significance level (0.01) between each of the disturbed/irregular attachment and each of the physical symptoms, behavioral and cognitive symptoms. , emotional symptoms, and the total degree of separation anxiety. There is also a direct relationship at the level of significance (0.05) between disturbed/irregular attachment and social symptoms. There is also no statistically significant relationship between avoidant attachment and the dimensions of separation anxiety and its total degree. In addition, there is a statistically significant inverse relationship at the level of (0.01) between parental separation anxiety and educational performance. In addition, there is a statistically significant direct relationship at the level of significance (0.01) between secure attachment and learning performance, and there is an inverse relationship with statistical significance at the level of significance (0.01) between anxious/resistant attachment and learning performance. There is also an inverse relationship with statistical significance at the level of Significance (0.01) between disturbed/irregular attachment and learning performance. There is also a statistically significant inverse relationship at the significance level (0.01) between avoidant attachment and learning performance. The results also indicated that there were no differences between males and females on the two scales of separation anxiety and parental attachment styles. Considering these results, the current study provides information about the relationship between separation anxiety, parental attachment patterns, and the learning performance of kindergarten children, which encourages researchers to conduct more studies on how to overcome these problems, because of their effects on the learning performance of children at different age stages.