This paper is organized to highlight gaps in our current understanding of attachment during the middle and later years of childhood and to allow researchers to make informed decisions regarding measurement selection. First, theoretical and methodological considerations with respect to the study of attachment during this age range are discussed. Thereafter, all published self-report and interview-based measures that have been used with normative samples of children aged eight through twelve years are examined and evaluated in detail in terms of the available evidence of their reliability and validity. Finally, advantages and disadvantages of the measures are highlighted, and specific recommendations are suggested for further research.

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