Another contributing factor to the putative relationship between attachment insecurity and lower levels of mindfulness may be
attentional control, which can be thought of as the general
capacity to regulate attention in relation to positive as well as negative emotional
processes (Derryberry & Reed, 2002).
From a socio - cultural viewpoint, cognitively responsive behaviours (e.g. maintaining versus redirecting interests, rich verbal input) are thought to facilitate higher levels of learning because they provide a structure or scaffold for the young child's immature skills, such as developing
attentional and cognitive
capacities.9 Responsive behaviours in this framework promote joint engagement and reciprocity in the parent - child interaction and help a child learn to assume a more active and ultimately independent role in the learning
process.10 Responsive support for the child to become actively engaged in solving problems is often referred to as parental scaffolding, and is also thought to be key for facilitating children's development of self - regulation and executive function skills, behaviours that allow the child to ultimately assume responsibility for their well - being.11, 12