Caring Attachment and Kindergartens’ Academic Interest

Secure attachments promote confidence and exploration, this bond allows the child to feel safe and secure. This study investigated the level of caring attachment in terms of child-teacher relationship, learning environment, peer relationship, and family dynamics, the level of kindergartens’ academic interest, the relationship between caring attachment and kindergartens’ academic interest and the variables that affect singly or in combination the kindergartens’ academic interest. There were two hundred-thirteen (213) selected parents in the kindergarten level as actual respondents who were selected through simple random sampling technique using Slovin’s Formula. The study employed a descriptive correlational and causal research designs, which included a quantitative approach in collecting data through a modified questionnaire. The data utilized statistical tools such as Mean and Standard Deviation, Pearson Product Moment Correlation Coefficient and Multiple Linear Regression Analysis to examine the variables. Results revealed that caring attachment and kindergartens’ academic interest were High. There is a low to moderate correlation between caring attachment and kindergartens’ academic interest. Kindergartens’ academic interest is greatly influenced by Child-Teacher Relationship and Family Dynamics. Thus, having caring relationship with children is crucial in a child’s interest for school. It is recommended that school heads, teachers and even the stakeholders may give importance and priorities in providing their support, guidance, assistance, and attention to their pupils’ educational activities.