RELATIONSHIP BETWEEN PARENTING PRACTICES AND ATTACHMENT STYLES AMONG EARLY CHILDHOOD EDUCATION PUPILS IN KADUNA METROPOLIS, NIGERIA BY Jummai GARBA B.A. Ed (Unimaid, 1992), M. Ed (Unimaid, 1997) PI5EDPC9015 (PhD/EDUC/08221/2008-09) DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELING, AHMADU BELLO UNIVERSITY, ZARIA NIGERIA June, 2016 RELATIONSHIP BETWEEN PARENTING PRACTICES AND ATTACHMENT STYLES AMONG EARLY CHILDHOOD EDUCATION PUPILS IN KADUNA METROPOLIS, NIGERIA BY Jummai GARBA B.A. Ed (Unimaid, 1992), M. Ed (Unimaid, 1997) PI5EDPC9015 (PhD/EDUC/08221/2008-09) A THESIS SUBMITTED TO SCHOOL OF POSTGRADUATE STUDIES AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY DEGREE IN EDUCATIONAL PSYCHOLOGY DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELING AHMADU BELLO UNIVERSITY, ZARIA NIGERIA June, 2016 DECLARATION I hereby declare that this thesis titled Relationship between Parenting Practices and Attachment Styles among Early Childhood Education Pupils in Kaduna Metropolis, Nigeria, has been conducted by me in the Department of Educational Psychology and Counseling, Ahmadu Bello University, Zaria. The information derived from the literature has been duly acknowledged in the text and a list of references provided. No part of this thesis was previously presented for another degree or diploma at this or any other institution or university. _______________________ ________________ Jummai GARBA Date i CERTIFICATION This thesis entitled RELATIONSHIP BETWEEN PARENTING PRACTICES AND ATTACHMENT STYLES AMONG EARLY CHILDHOOD EDUCATION PUPILS IN KADUNA METROPOLIS, NIGERIA meets the regulations governing the award of the degree of Doctor of Philosophy in Educational Psychology of the Ahmadu Bello University, Zaria and is approved for its contribution to knowledge and literary presentation. _____________________________ ________________ Prof. M. Balarabe Date Chairman, Supervisory Committee _____________________________ ________________ Prof. K. Mahmud Date Member, Supervisory Committee ____________________________ ________________ Dr. A. I. Mohammed Date Member, Supervisory Committee ____________________________ ________________ Dr. A. I. Mohammed Date Head, Department of Educational Psychology and Counseling ___________________________ ________________ Prof. K. Bala Date Dean, School of Postgraduate Studies ii DEDICATION This thesis is dedicated to my lost ones; my late mother, Hajiya Ai‟shatu Garba (Dada), my father, Alhaji Garba Shehu, my husband, Eng. AbdulGaniyu Bashir Mafindi, my brother, Usman Garba, and my sisters, Hajiya Halima Garba (Kumatu) and Zuwaira Garba (Bebi). May their gentle souls rest in peace, amin. iii ACKNOWLEDGEMENT All praise is due to Allah, Lord of the world, may His peace and blessings be upon His noble Prophet Muhammad (SAW) for granting the researcher guidance, inspiration, wisdom and good health. The researcher would like to express her sincere and special appreciation to the team of supervisors; Prof. M. Balarabe, Prof. K. Mahmud and Dr. A. I. Mohammed for their tireless effort, patience and immense contributions towards the successful completion of this research. The contributions of her internal examiners; Prof R. M. Bello, Dr. M. I. Abdullahi and Dr. S. Ibrahim cannot be over emphasized. The researcher must sincerely acknowledge the contributions of her lecturers in the Department of Educational Psychology and Counseling, especially Dr. Y. Umaru, Prof. E. F. Adeniyi, and Dr. H. Tukur. She also wishes to express her appreciation to Dr. U. Abdulwahid for her initial contributions to the research and Prof. M. Suleiman from Department of Physical and Health Education, A. B. U. Zaria. Worthy of appreciation are the contributions of research assistants (all the caregivers in the eight ECE centres) who helped her with collecting the data for the research. The researcher‟s profound gratitude goes to her supporting colleagues who brainstormed and intimated her to carry out the necessary corrections in the thesis; Dr. T. Nafi‟u, Dr. V. Anyebe, Mrs A. Okorie, Dr. B. Darman and Mrs E. Ogunwole. Her appreciation and gratitude also go to her colleagues in her place of work for giving her moral support; Hajiya R. Mora, Hajiya H. Garba, T. Yusuf and Y. Izom. She would also like to thank Mr. K. Okoro for formatting the entire work and Mrs R. Keta for helping with printing. Special gratitude goes to Mal. G. Mu‟azu for editing the entire work. Special appreciation goes to the management of National Teachers‟ Institute, Kaduna especially the Director-General and Chief Executive Officer of the Institute, Dr. A. L. Sharehu, iv my immediate past boss, Prince A. Kolawole and the Dean, School of Undergraduate Studies Mal. B. Mamman for their material and moral support towards the successful completion of the work. She is finally grateful to her loving and understanding children Abdullahi, Abass, Nazima, Zainab, Aisha and Fatima who encouraged and gave her all the moral support necessary to go through the rigors of carrying out the research. v TABLE OF CONTENTS Declaration i Certification ii Dedication iii Acknowledgement iv Table of Contents vi List of Table ix List of Appendices x List of Abbreviations xi Operational Definition of Terms xii Abstract xiii CHAPTER ONE: INTRODUCTION 1.1 Background to the Study 1 1.2 Statement of the Problem 6 1.3 Objectives of the Study 9 1.4 Research Questions 10 1.5 Research Hypotheses 11 1.6 Basic Assumptions 12 1.7 Significance of the Study 13 1.8 Scope and Delimitation 15 CHAPTER TWO: REVIEW OF RELATD LITERATURE 2.1 Introduction 16 2.2 Conceptual Framework 17 2.2.1 Concept of Parenting Practices 17 2.2.2. Types of Parenting Practices 18 2.2.3 Concept of Attachment Styles 26 2.2.4 Types of Attachment Styles 33 2.2.5 Concept of Early Childhood Education 41 2.2.6 Types of Early Childhood Education 42 vi 2.3 Theoretical Framework 47 2.3.1 Theories of Parenting Practices 47 2.3.1.1 Ferberization Theory 48 2.3.1.2 Attachment Parenting Theory 48 2.3.1.3 RIE Theory 49 2.3.2 Theories of Attachment Styles 49 2.3.2.1 Origin of Attachment Theory 50 2.3.2.2 Ethological Theory 51 2.3.2.3 Psycho-social Theory 52 2.3.2.4 Object Relation Theory 54 2.3.3 Theories of Early Childhood Education 55 2.3.3.1 Behaviouristic Theory 55 2.3.3.2 Constructivist Theory 56 2.3.3.3 Maturationist Theory 56 2.4 Review of Empirical Studies 56 2.4.1 Parenting practices and Children‟s attachment styles 56 2.5 Summary of Reviewed Literature 74 CHAPTER THREE: METHODOLOGY 3.1 Introduction 77 3.2 Research Design 77 3.3 Population of the Study 77 3.4 Sample and Sampling Techniques 79 3.5 Instrumentation 79 3.5.1 Scoring Procedure 81 3.6 Validity of Instruments 81 3.7.1 Pilot Testing 82 3.7 Reliability 82 3.8 Procedure for Data Collection 82 3.9 Procedure for Data Analysis 83 vii CHAPTER FOUR: RESULTS AND DISCUSSION 4.1 Introduction 84 4.2 Analysis of Demographic Variables 85 4.3 Testing of Hypotheses 86 4.4 Summary of Major Findings 92 4.5 Discussion 93 CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS 5.1 Introduction 102 5.2 Summary 102 5.3 Contribution to Knowledge 104 5.3 Conclusions 104 5.4 Recommendations 105 5.5 Suggestion for Further Studies 107 Reference 108 Appendices 130 viii LIST OF TABLES Table Page 3.01 Distribution of Population of Pupils in the 4 Government and 4 78 Private ECE Centres in Kaduna Metropolis 3.02 Distribution of Sampled Pupils in the 4 Government and 4 Private ECE Centres in Kaduna Metropolis 79 4.01 Distribution of Respondents by School Type, Local Government 85 Area, and Gender. 4.02. Relationship between Attachment Parenting Practice and Secure 86 Attachment Style 4.03 Relationship between Attachment Parenting Practice and 87 Ambivalent Attachment Style 4.04 Relationship between Attachment Parenting Practice and 87 Avoidant Attachment Style 4.05 Relationship between Fosterage and Secure Attachment Style 88 4.06 Relationship between Fosterage and Ambivalent Attachment 89 Style 4.07 Relationship between Fosterage and Avoidant Attachment Style 89 4.08 Relationship between Multiple Parenting Practice and Secure 90 Attachment Style 4.09 Relationship between Multiple Parenting Practice and 91 Ambivalent Attachment Style 4.10 Relationship between Multiple Parenting Practice and Avoidant 91 Attachment Style ix LIST OF APPENDICES Appendix Content Pages I Letter of Introduction 130 Ii Parenting Practices Checklist 131 Iii Hausa Version of Parenting Practices Checklist 133 Iv Child Attachment Style Checklist 135 v Replicated Scales for the Childrearing Practices Q.Sort 2 137 vi Child-Rearing Practices Report (CRPR) 150 vii Child Attachment Checklist 185 viii Reactive Attachment Disorder Checklist 186 ix Answering of Research Questions 189 x Output Intact Analyses 195 x LIST OF ABBREVIATIONS AAI Adult Attachment Interview API: Attachment Parenting International APSAC: American Professional Society on the Abuse of Children CRPR: Child Rearing Practices Report DSM: Diagnostic and Statistical Manual for Mental Disorders EAT: Eating Adult Test ECE: Early Childhood Education ECCDE Early Childhood Care Development and Education IAAD: International Adoption Article Directory ICD: International Classification of Diseases IEP: Parenting Style Inventory LEA: Local Education Authority LGA: Local Government Area NICHD: Early Childhood Core Research Network NPE: National Policy on Education NTI: National Teachers‟ Institute PBI: Parental Bonding Instrument PCCQ: Parental Childrearing Cognition Questionnaire PPMCC: Pearson Product Moment Correlation Coefficient