Mind-Mindedness of Male and Female Caregivers in Childcare and the Relation to Sensitivity and Attachment: An Exploratory Study

- We investigated the relations between male and female professional caregivers' mind-mindedness (besides their sensitive responsiveness and respect for autonomy) and 3-year-olds' secure attachment.
- Caregivers' mind-mindedness was positively associated to children's secure attachment.
- The association between mind-mindedness and children's secure attachment was not affected by caregivers' gender.
- Caregivers' respect for autonomy mediated the relation between caregivers' mind-mindedness and children's' secure attachment for girls but not for boys.

Mind-mindedness refers to the caregiver's ability to be attuned to the child's mental states. Within the parent-child relationship, mind-mindedness relates to parents' sensitive caregiving, and to children's secure attachment. However, the same relations are still unexplored in out-of-home care settings. We investigated the associations between childcare professionals' mind-mindedness, sensitive responsiveness and respect for autonomy, and child-caregiver attachment security. Moreover, we examined whether these relations are influenced by caregivers' and children's gender. Participants were 17 caregiver couples (17 males, 17 females) and 34 three-year-old children (17 boys, 17 girls), recruited in childcare centers. Mind-mindedness toward the boy or the girl (dyadic) or both children (non-dyadic), sensitive responsiveness and respect for autonomy were assessed during a semi-structured play. Attachment security was assessed through observations. Male and female caregivers had equivalent scores of mind-mindedness, sensitive responsiveness, and respect for autonomy. Similarly, children were securely attached to male and female caregivers. Girls' and boys' secure attachment was predicted by caregivers' use of non-dyadic mind-related comments. For girls, but not for boys, the relation was partially mediated by caregivers' respect for autonomy. The results are discussed in terms of their relevance for the quality of child-caregiver relationships, and children's socio-emotional development.