The role of attachment to mother in the development of executive functions in children during the transition from kindergarten to school

Purpose. To determine the role of attachment to mother in the level of development of executive functions of primary school students. Methods and materials. The longitudinal study involved 153 children (51% boys). At the first stage (T1 — preparatory group of kindergarten), the type of attachment to mother was evaluated with N. Kaplan's test. At the second stage (T2 — second grade of school), the children were evaluated with the index of security of attachment to the mother (K. Kerns's test) and assessments of executive functions (3 subtests of the neuropsychological complex NEPSY-II). Results. The index of security of attachment in T2 is significantly higher in children with a secure type of attachment to mother identified in T1 than in children with an insecure one. The type of attachment to mother is a predictor of scores in auditory-verbal and visual working memory, cognitive flexibility and inhibitory control. Conclusions. The stability of the secure type of attachment to mother during the child’s transition from kindergarten to school was confirmed. The type of attachment to mother at primary school age determines the level of development of executive functions to a greater extent than at senior preschool age.

1. Алмазова, О.В., Бухаленкова, Д.А., Веракса, А.Н., Гаврилова, М.Н., Асланова, М.С. (2024). Развитие регуляторных функций у детей 5—9 лет. Сибирский психологический журнал,93, 130—154. https://doi.org/10.17223/17267080/93/8Almazova, O.V., Bukhalenkova, D.A., Veraksa, A.N., Gavrilova, M.N., Aslanova, M.S. (2024). Executive functions developments in 5—9-year-old children. Siberian psychological journal, 93, 130—154. (In Russ.) https://doi.org/10.17223/17267080/93/8
2. Алмазова, О.В., Бухаленкова, Д.А., Чичинина, Е.А. (2025). Медиация цифровой активности первоклассников: только ли родители играют важную роль? Наука телевидения,21(1), 175—231. https://doi.org/10.30628/1994-9529-2025-21.1-175-231Almazova, O.V., Bukhalenkova, D.A., Chichinina, Е.А. (2025). Mediation of digital activity of first-graders: do only parents play an important role? Science of television, 21(1), 175—231. (In Russ.) https://doi.org/10.30628/1994-9529-2025-21.1-175-231
3. Алмазова, О.В., Мостинец, К.О. (2025). Методы диагностики типа привязанности к матери в старшем дошкольном возрасте. Клиническая и специальная психология,14(1), 108—129. https://doi.org/10.17759/cpse.2025140107Almazova, O.V., Mostinets, K.O. (2025). Methods of evaluation of the type of attachment to mother in older preschool age. Clinical and special psychology, 14(1), 108—129. (In Russ.) https://doi.org/10.17759/cpse.2025140107
4. Апанович, Т.М., Серых, А.Б. (2024). Симптомы эмоционального выгорания матерей младших школьников: роль установок на интенсивное родительство и стилей родительского отношения. Российский психологический журнал,21(2), 22—34. https://doi.org/10.21702/rpj.2024.2|Apanovich, T.M., Serykh, A.B. (2024). Symptoms of emotional burnout in mothers of primary school children: the role of attitudes towards intensive parenting and parenting styles. Russian Psychological Journal, 21(2), 22—34. (In Russ.) https://doi.org/10.21702/rpj.2024.2
5. Боулби, Дж. (2003). Привязанность. М.: ГардарикиBowlby, J. (2003). Attachment. Moscow: Gardariki.(In Russ.)
6. Бурменская, Г.В. (2005). Методики диагностики привязанности к матери ребенка дошкольного и младшего школьного возраста. Психологическая диагностика,4, 5—36.Burmenskaya, G.V. (2005). Methods of diagnostics of attachment to the mother of a child of preschool and primary school age. Psychological diagnostics, 4, 5—36. (In Russ.)
7. Веракса, А.Н., Алмазова, О.В., Бухаленкова, Д.А. (2024). Вклад характера детско-родительских отношений в уровень развития регуляторных функций в старшем дошкольном возрасте. Вестник РФФИ. Гуманитарные науки,4, 97—109. https://doi.org/10.22204/2587-8956-2024-119-04-97-109Veraksa, A.N., Almazova, O.V., Bukhalenkova, D.A. (2024). The contribution of the nature of parent-child relationships to the level of development of executive functions in senior preschool age. Bulletin of the Russian Foundation for Basic Research. Humanities, 4, 97—109. (In Russ.) https://doi.org/10.22204/2587-8956-2024-119-04-97-109
8. Веракса, А.Н., Родова, С.Д. (2025). Связь использования цифровых устройств и регуляторных функций у дошкольников: родительское участие. Современное дошкольное образование,19(2), 4—13. https://doi.org/10.24412/2782-4519-2025-2128-4-13Veraksa, A.N., Rodova, S.D. (2025). The relationship between the use of digital devices and executive functions in preschoolers: parental involvement. Modern Preschool Education, 19(2), 4—13. (In Russ.) https://doi.org/10.24412/2782-4519-2025-2128-4-13
9. Карабанова, О.А. (2024). Переживание и «идеальная форма» в структуре социальной ситуации развития. Вестник Московского университета. Серия 14. Психология, 47(4), 69—86. https://doi.org/10.11621/LPJ-24-4Karabanova, O.A. (2024). Experience and “ideal form” in the structure of the social situation of development. Bulletin of Moscow University. Series 14. Psychology, 47(4), 69—86. (In Russ.)https://doi.org/10.11621/LPJ-24-4
10. Козлов, М.Ю. (2025). Теория привязанности и физическое благополучие. Национальный психологический журнал, 20(3), 125—135. https://doi.org/10.11621/npj.2025.0310Kozlov, M.Yu. (2025). Attachment theory and physical well-being. National Psychological Journal, 20(3), 125—135.(In Russ.) https://doi.org/10.11621/npj.2025.0310
11. Кудрявцев, В.А., Каштанова, С.Н. (2024). О содержании инклюзивного потенциала семей, воспитывающих детей с расстройствами аутистического спектра. Российский психологический журнал,21(4), 268—287. https://doi.org/10.21702/rpj.2024.4.14Kudryavtsev, V.A., Kashtanova, S.N. (2024). On the content of inclusive potential of families raising children with autism spectrum disorders. Russian Psychological Journal, 21(4), 268—287. (In Russ.) https://doi.org/10.21702/rpj.2024.4.14
12. Микулинджер, М., Шейвер, Р. (2023). Привязанность у взрослых: структура, динамика и изменения. СПб.: ООО«Диалектика»Mikulincer, M., Shaver, R. (2023). Attachment in adults: structure, dynamics and changes.  Petersburg: OOO Dialectika (In Russ.)
13. Сабельникова, Н.В., Каширский Д.В. (2025). Экспериментальная психология и психодиагностика привязанности. М.: Прометей.Sabelnikova, N.V., Kashirsky D.V. (2025). Experimental psychology and psychodiagnostics of attachment. Moscow: Prometey. (In Russ.)
14. Федоренко, Е.Ю., Штейгер, М.В. (2024). Чувствительность и инициативность матери и ребенка как условия для построения совместного внимания. Современное дошкольное образование,18(4), 8—23. https://doi.org/10.24412/2782-4519-2024-4124-8-23Fedorenko, E. Yu., Shteiger, M. V. (2024). Sensitivity and initiative of mother and child as conditions for building joint attention. Modern preschool education, 18(4), 8—23. (In Russ.) https://doi.org/10.24412/2782-4519-2024-4124-8-23
15. Эльконин, Д.Б. (2006). Детская психология.М.: Академия.Elkonin, D.B. (2006). Child psychology. Moscow: Academia. (In Russ.)
16. Baker, C.E., Brooks-Gunn, J. and Gouskova, N. (2020), Reciprocal Relations Between Maternal Depression and Child Behavior Problems in Families Served by Head Start. Child Development,91, e1563—e1576. https://doi.org/10.1111/cdev.13344
17. Bernier A., Beauchamp M.H., Carlson S.M., Lalonde G. (2015). A secure base from which to regulate: Attachment security in toddlerhood as a predictor of executive functioning at school entry. Developmental Psychology,51(9), 1177—1189.  https://doi.org/10.1037/dev0000032
18. Bernier, A., McMahon, C.A., & Perrier, R. (2017). Maternal mind-mindedness and children’s school readiness: A longitudinal study of developmental processes. Developmental Psychology,53(2), 210—221. https://doi.org/10.1037/dev0000225
19. Blair, C., Raver, C.C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology,66, 711—731. https://doi.org/10.1146/annurev-psych-010814-015221
20. Cassidy, Truth, lies, and intimacy: An attachment perspective (2001). Attachment and Human Development,3, 121—55. https://doi.org/10.1080/14616730110058999
21. Cheung, H.S., Khong, J.Z.N., Lee, J., Liu, D., & Ang, R.P. (2024). Secure base script knowledge and friendship quality as protective factors for bullying and victimization in elementary school. Attachment & Human Development,27(3), 396—418. https://doi.org/10.1080/14616734.2024.2441993
22. Drid P., Rudnova N., Kornienko D. (2024). Positive maternal practices and child perceived stress as predictors of child's motor persistence. Education and Self Development,19(4), 10—22. https://doi.org/26907/esd.19.4.02
23. Faul, F., Erdfelder, E., Lang, A.G., Buchner, A. (2007). G*Power 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Res. Methods,39, 175—191. https://doi.org/10.3758/BF03193146
24. Heylen, J., De Raedt, R., Verbrugge, F., & Bosmans, G. (2019). Attachment and self regulation performance in preadolescence. Journal of Social and Personal Relationships, 36(2), 706—716. https://doi.org/10.1177/0265407517742531
25. Jacobsen, T., Edelstein, W., Hofmann, V. (1994). A longitudinal study of the relation between representations of attachment in childhood and cognitive functioning in childhood and adolescence. Developmental Psychology,30(1), 112—124. https://doi.org/10.1037/0012-1649.30.1.112
26. Kerns, K., Tomich, P., Aspelmeier, J., Contreras, J. (2000) Attachment-based assessments of parent-child relationships in middle childhood. Developmental Psychology,36, 614—626.
27. Korkman, M., Kirk, U., & Kemp, S.L. (2007). NEPSY II. Administrative manual.San Antonio, TX: Psychological Corporation.
28. Korkman, M., Lahti-Nuuttila, P., Laasonen, M., Kemp, S., Holdnack, J. (2012). Neurocognitive development in 5-to 16-year-old North American children: A cross-sectional study. Child neuropsychology: a journal on normal and abnormal development in childhood and adolescence,19(5), 516—539. https://doi.org/10.1080/09297049.2012.705822
29. Mares, S., McMahon, C. (2020). Attachment Security: Influences on Social and Emotional Competence, Executive Functioning and Readiness for School. In: Midford, R., Nutton, G., Hyndman, B., Silburn, S. (Еds) Health and Education Interdependence. Singapore: Springer.https://doi.org/10.1007/978-981-15-3959-6_4
30. Mattera, S., Rojas, N.M., Morris, P.A., Bierman, K. (2021). Promoting EF With Preschool Interventions: Lessons Learned From 15 Years of Conducting Large-Scale Studies. Psychol.,12, article number 640702. https://doi.org/10.3389/fpsyg.2021.640702
31. Miyake, A., Friedman, N.P., Emerson, M.J., Witzki, A.H., Howerter, A., Wager, T. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology,41, 49—100.
32. Ngoh, G., Sim, L.W., Tan, A.P., Tsotsi, S., Lee, K., Chan, J.K.Y., Meaney, M.J., Rifkin-Graboi, A. (2025). Young children’s preferences for their mothers: concurrent predictors and correlates. Attachment & Human Development,27(3), 350—367. https://doi.org/10.1080/14616734.2025.2467104
33. Pallini, S., Chirumbolo, A., Morelli, M., Baiocco, R., Laghi, F., Eisenberg, N. (2018). The Relation of Attachment Security Status to Effortful Self-Regulation: A Meta-Analysis. Psychological Bulletin, 144, article number 501. https://doi.org/10.1037/bul0000134
34. Paquette, D., Dubois-Comtois, K., Cyr, C., Lemelin, J.P., Bacro, F., Couture, S., Bigras, M. (2024). Early childhood attachment stability to mothers, fathers, and both parents as a network: associations with parents’ well-being, marital relationship, and child behavior problems. Attachment & Human Development,26(1), 66—94. https://doi.org/10.1080/14616734.2024.2338089
35. Nisskaya, A.K., Tsyganova, E.M. (2024). Parental Practices of Controlling and Supporting the Autonomy of Elementary School Children and Early Adolescents in Russia: A Qualitative Study, Psychology in Russia: State of the Art,17(2), 3—22. https://doi.org/10.11621/pir.2024.0201
36. Tannenbaum, C., Ellis, R.P., Eyssel, F., Zou, J., Schiebinger, L. (2019). Sex and gender analysis improves science and engineering. Nature,575(7781), 137—46. https://doi.org/10.1038/s41586-019-1657-6