“Secure Attachment and Peer Interaction Quality: Implications on Kindergartners’ Socio Emotional Skills”

Abstract

This study examined the associations between secure attachment, peer interaction quality, and socio-emotional skill development among kindergartners. A descriptive-correlational research design was employed, utilizing cross-sectional data collected from 241 kindergarten students in a selected school district of Misamis Oriental during School Year 2025–2026. Teacher-administered questionnaires measured secure attachment (emotional security and effective communication) and socio-emotional skills (self-awareness, self-management, and relationship skills), while structured classroom observations assessed peer interaction quality in terms of frequency and supportiveness. Canonical correlation analysis was used to determine multivariate relationships among the variables. Results revealed that kindergartners demonstrated very high levels of secure attachment and peer interaction quality, alongside generally high socio-emotional skills. Secure attachment showed a significant positive association with socio-emotional skills, particularly in enhancing relationship skills, indicating its important role in early childhood socio-emotional development. In contrast, peer interaction quality did not show a statistically significant independent relationship with socio-emotional outcomes, suggesting that peer experiences alone may not directly predict socio-emotional growth without the presence of supportive teacher–child relationships. Overall, the findings highlight that secure attachment with teachers serves as a key foundation for socio-emotional competence, while peer interactions function as a complementary but insufficient predictor when not supported by emotionally responsive caregiving. The study recommends strengthening teacher emotional availability and integrating structured social-emotional learning interventions to enhance children’s developmental outcomes. Future research is encouraged to employ longitudinal designs and explore mediating factors to further understand attachment-related developmental pathways.