Helping Your Child Thrive:

Parent-Child Attachment & Social-Emotional Learning

Research-Based Approach

Decades of research highlight the profound impact that secure, loving relationships with caregivers and strong social-emotional skills have on a child’s overall well-being. These elements lay the foundation for success in school, relationships, and life. At Love-Filled, we focus on attachment and social-emotional skills to help children and families develop confidence, emotional intelligence, and strong bonds.

Understanding attachment and why it matters to your child's development?

Attachment is the deep emotional bond that forms between a child and their primary caregiver, usually a parent. This bond begins in infancy and plays a major role in how children grow, behave, and relate to others (Bowlby, 1969; Ainsworth, 1989).

All children form attachments, but not all attachments are the same. When a caregiver is consistently responsive and emotionally available, a child is more likely to develop what's called a secure attachment. This means the child feels safe and comforted by their caregiver during times of stress and confident enough to explore the world around them, knowing they can return to that caregiver for reassurance when needed (Ainsworth, 1989; Bowlby, 1969).

Children who develop secure attachments tend to view themselves as lovable and capable, and they learn to see others as dependable and kind. These early experiences shape how they interact with people and handle relationships throughout life (Bowlby, 1969).

Better Emotional Health

Securely attached children learn to manage their feelings and handle stress in healthy ways. They're less likely to struggle with anxiety or depression as they grow (Groh et al., 2012; Thompson, 2008).

Stronger Social Skills

Securely attached children tend to be more empathetic, cooperative, and able to build positive friendships. They know how to trust and connect with others (Sroufe et al., 2005).

Higher Confidence

Feeling loved and accepted helps children see themselves as capable and worthy. This boosts their self-esteem and encourages independence (Bowlby, 1969; Cassidy, 1994).

Improved Learning and Focus

Kids who feel secure are more curious and engaged in learning. They’re better able to focus, solve problems, and succeed in school (NICHD Early Child Care Research Network, 2006; Fearon et al., 2010).

While attachment begins early in life, it’s never too late to strengthen your connection with your child.

Whether your child is in elementary school or already a teen, your efforts to become more emotionally available, responsive, and consistent can still shape their path in powerful ways. Research shows that when parents reflect on their own experiences and work toward change, it can help their children feel safer, more connected, and more secure, even after the early years (Roisman et al., 2002; Slade, 2005).

Additional Information About Attachment

What Is Social-Emotional Learning and Why Is It Important for Your Child?

Social-emotional learning, or SEL, is the process through which children learn to understand and manage their emotions, build positive relationships, make responsible decisions, and show empathy for others (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2020).

Just like reading or math, social-emotional skills need to be taught and practiced. When children develop strong SEL skills, they are better able to handle challenges, work through conflicts, and communicate their feelings in healthy ways. These skills help them succeed not only in school but also in friendships, family life, and later on in the workplace (Durlak et al., 2011).

Children with strong social-emotional skills tend to have better mental health, stronger academic performance, and more positive behavior overall. They are also more likely to be kind, resilient, and confident when faced with new situations (Taylor et al., 2017).

Parents play a big role in supporting SEL by modeling things like emotional regulation, empathy, and problem-solving. Everyday moments, like talking through feelings after a tough day or helping a child resolve a conflict with a sibling, are powerful opportunities for social-emotional learning.

Better Emotional Understanding

Children with strong social-emotional skills can identify their feelings and express them in healthy ways. This helps them cope with stress, frustration, and disappointment (Denham et al., 2003).

Improved Behavior and Self-Control

Social-emotional growth helps kids pause and think before reacting. They're better at following rules, managing impulses, and working through conflict calmly (Domitrovich et al., 2007).

Higher Academic Success

Children with strong social-emotional skills are more focused, motivated, and ready to learn. These skills have been linked to better school performance and long-term success (Durlak et al., 2011; Taylor et al., 2017).

Greater Confidence and Independence

When children know how to handle emotions and solve problems, they feel more capable and confident trying new things on their own (Zins et al., 2004).

Additional Information About SEL

Protective Factors Make a Difference

IN NURTURING YOUR CHILD'S WELLBEING

Every child deserves to grow up in a safe, supportive environment where they can thrive. Protective factors are those special qualities or conditions, whether in the family, community, or within the child themselves, that help make this possible. Think of them as the "hidden strengths" that reduce risks and provide a solid foundation for children to face life's challenges with confidence. When these protective factors are in place, they support children in becoming resilient, happy, and healthy. By actively nurturing these qualities, we can create an environment where children not only survive but truly flourish.

YOUR FAMILY CAN BE

Confident, Connected, & Growing Together.

Are You Ready To Strengthen Your Family?

At Love-Filled, we’re committed to helping you strengthen your family and overcome challenges. Here’s how we can support your journey:

Enroll your child in a course to nurture emotional and social development.
Join a 0-5 parent group to connect with others and share experiences.
Get personalized support from Dr. Syreeta to address your family’s unique needs.

GET STARTED NOW

SCHEDULE A MEET & GREET

CONTACT DR. SYREETA

References

Ainsworth, M. D. S. (1989). Attachments beyond infancy. American Psychologist, 44(4), 709–716. https://doi.org/10.1037/0003-066X.44.4.709

Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. New York, NY: Basic Books.

Cassidy, J. (1994). Emotion regulation: Influences of attachment relationships. Monographs of the Society for Research in Child Development, 59(2-3), 228–249. https://doi.org/10.2307/1166148

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). What is SEL? https://casel.org/what-is-sel/

Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach–Major, S., & Queenan, P. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74(1), 238–256. https://doi.org/10.1111/1467-8624.00533

Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Enhancing school readiness: Integrating social-emotional learning into early childhood education programs. Early Education and Development, 18(3), 465–487. https://doi.org/10.1080/10409280701681247

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial development. In N. Eisenberg (Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 646–718). Wiley.

Fearon, R. P., Bakermans-Kranenburg, M. J., van IJzendoorn, M. H., Lapsley, A.-M., & Roisman, G. I. (2010). The significance of insecure attachment and disorganization in the development of children’s externalizing behavior: A meta-analytic study. Child Development, 81(2), 435–456. https://doi.org/10.1111/j.1467-8624.2009.01405.x

Fraley, R. C., Roisman, G. I., Booth-LaForce, C., Owen, M. T., & Holland, A. S. (2013). Interpersonal and genetic origins of adult attachment styles: A longitudinal study from infancy to early adulthood. Journal of Personality and Social Psychology, 104(5), 817–838. https://doi.org/10.1037/a0031435

Groh, A. M., Fearon, R. P., van IJzendoorn, M. H., Bakermans-Kranenburg, M. J., & Roisman, G. I. (2012). The significance of attachment security for children's social competence with peers: A meta-analytic study. Attachment & Human Development, 14(5), 329–355. https://doi.org/10.1080/14616734.2012.727256

Madigan, S., Brumariu, L. E., Villani, V., Atkinson, L., & Lyons-Ruth, K. (2016). Representational and questionnaire measures of attachment: A meta-analysis of relations to child internalizing and externalizing problems. Psychological Bulletin, 142(4), 367–399. https://doi.org/10.1037/bul0000039

NICHD Early Child Care Research Network. (2006). Infant-mother attachment classification: Risk and protection in relation to changing maternal caregiving quality. Developmental Psychology, 42(1), 38–58. https://doi.org/10.1037/0012-1649.42.1.38

Roisman, G. I., Padron, E., Sroufe, L. A., & Egeland, B. (2002). Earned-secure attachment status in retrospect and prospect. Child Development, 73(4), 1204–1219. https://doi.org/10.1111/1467-8624.00467

Slade, A. (2005). Parental reflective functioning: An introduction. Attachment & Human Development, 7(3), 269–281. https://doi.org/10.1080/14616730500245906

Sroufe, L. A., Egeland, B., Carlson, E. A., & Collins, W. A. (2005). The development of the person: The Minnesota study of risk and adaptation from birth to adulthood. New York, NY: Guilford Press.

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864

Thompson, R. A. (2008). Early attachment and later development: Familiar questions, new answers. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (2nd ed., pp. 348–365). Guilford Press.

Waters, E., Merrick, S., Treboux, D., Crowell, J., & Albersheim, L. (2000). Attachment security in infancy and early adulthood: A twenty-year longitudinal study. Child Development, 71(3), 684–689. https://doi.org/10.1111/1467-8624.00176

Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? Teachers College Press.