Lieselotte Ahnert

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Seventy 15-month-old infants were studied at home before starting child care, during adaptation (mothers present) and separation (first 9 days without mothers) phases, and 5 months later. Security of infant-mother attachment was assessed before and 3 months after child care began. In the separation phase, salivary cortisol rose over the first 60 min(More)
The experiences of 84 German toddlers (12-24 months old) who were either enrolled or not enrolled in child care were described with observational checklists from the time they woke up until they went to bed. The total amount of care experienced over the course of a weekday by 35 pairs of toddlers (1 member of each pair in child care, 1 member not) did not(More)
Meta-analysis aggregated results of 40 investigations involving 2,867 children who averaged 29.6 (SD = 8.6) months of age when their attachments to care providers were assessed using either the Strange Situation (SS) or the Attachment Q-Set (AQS). As opposed to parents, secure attachments to nonparental care providers were less likely (using SS) or equally(More)
The present meta-analysis integrates results from 127 papers on attachment stability towards mothers and fathers, respectively, from infancy to early adulthood. More than twenty-one thousand attachments (n = 21,072) and 225 time intervals were explored, ranging from half a month to 29 years (348 months). An overall coefficient of r = .39 between times T1(More)
The onset of regular nonparental care for infants and toddlers has complex psychobiological and behavioral effects on their functioning both at home and in child care centers. Maladaptive behavior on the part of children who spend many hours in child care may reflect not the direct effects of nonparental care but the inability of parents to buffer the(More)
The present study involved 105 German students at the end of their first semester in elementary school in order to explore the stress that students may experience within the school environment, and how the relationship with the teacher buffers or exacerbates the stress. Student-teacher relationships were explored on both classroom and individual interaction(More)
The present study involved 120 kindergartners, of whom n = 60 were followed up to first grade. Upon making inquiries regarding closeness in teacher-child relationships in the classrooms, the children participated in a laboratory situation in which they were exposed to computerized tasks. These tasks challenged the cognitive processes thought to govern basic(More)
In 77 children aged 1 year the mother-child interaction in relation to the morbidity of the child was analysed. The following factors appeared to be correlated to the quality and quantity of the mother-child interaction: (i) the date of the first acute illness, (ii) the frequency of illness during the first year of life, (iii) the duration, frequency and(More)
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