摘要：In the perspective of multiple attachment bonds, the teacher-child relationship is considered as one of the fundamentalways to express a crucially relevant bond for the child's emotive and cognitive development. The contextualistapproach underlines how the dynamics of interaction between the individual and micro-sociocultural contexts play a mediatingrole on developmental processes. Studies by Pianta, in particular, ascribed to the teacher-pupil interaction a crucialdevelopmental function in the adaptation of the child, both in preschool age children and in the subsequent years of primaryschool.
