Study of Attachment Patterns and Social Development in Children Attending Full-Day Nursery Programmes in Abuja

Attachment quality between young children and caregivers significantly shapes social-emotional development, and understanding how full-day nursery attendance relates to attachment patterns and social development outcomes in Abuja provides evidence for parental and policy guidance. This study examined attachment patterns and social development indicators among children aged 12 to 36 months attending full-day nursery programmes in Bwari and Abuja Municipal Area Councils, Federal Capital Territory. A cross-sectional observational design was employed. Attachment quality was assessed through structured observation using a modified Strange Situation procedure with 90 mother-child pairs. Social development was assessed using the Vineland Adaptive Behaviour Scales social domain. Results showed that secure attachment was classified in 52 percent of observed dyads. Children in nurseries with consistent caregiver assignments showed higher secure attachment proportions than those in settings with high caregiver turnover. Social development scores were significantly higher in securely attached children. Children attending for more than 12 months showed better social competence regardless of attachment classification. The study concludes that consistency of nursery caregiving relationships is a critical quality factor. Recommendations include mandatory key worker systems in Abuja full-day nurseries, reducing caregiver turnover through improved working conditions, and parental education about supporting secure attachment alongside nursery attendance.

Keywords: attachment patterns, social development, full-day nursery, Abuja, early childhood