The Context of Infant Attachment in Family Child Care James Elicker Purdue University Cheryl Fortner-Wood Winthrop University Illene C. Noppe University of Wisconsin–Green Bay An exploratory study of attachment security with family child care providers was conducted with 41 toddlers (age 12–19 months). Temporal stability of caregiver–child attachment security was assessed using the Attachment Q-Set, observing each dyad on two occasions, 1 to 2 weeks apart. Contextual correlates of child care provider attachment were also examined, including infant and family background characteristics, infant–provider inter- active involvement, quality of the parent–provider relationship, provider characteristics and working conditions, and aspects of child care quality. Attachment Q-Set security and infant–provider interactive involvement were found to be stable over time. Correlations and path analyses revealed that significant direct predictors of attachment security were the level of infant–provider interactive involvement, family socioeconomic status, and overall child care quality. Significant indirect predictors of attachment security (mediated through infant–provider interactive involvement) were child care group size, number of months with the provider, and age at entry into child care. The formation of attachment bonds with caregivers is a central process in early development, with implications for psychological functioning in infancy and beyond. There is a significant body of research showing that infants’ attachment security with mothers predicts developmental outcomes in early and middle childhood, including psychological adjustment, social competence with adults and peers, and some aspects of cognitive and language functioning (e.g. Elicker, Englund, & Sroufe, 1992; Greenburg, DeKlyen, Speltz, & Endriga, 1997; NICHD Early Child Care Direct all correspondence to: James Elicker, Department of Child Development & Family Studies, Purdue University, West Lafayette, IN 47907-1269 elickerj@cfs.purdue.edu. Journal of Applied Developmental Psychology 20(2): 319–336 Copyright  1999 Elsevier Science Inc. ISSN: 0193–3973 All rights of reproduction in any form reserved. 319