The theory which contributes to the theme is John Bowlby’s attachment theory. “Bowlby used the term maternal deprivation to refer to the separation or loss of the mother as well as failure to develop an attachment”, Mcleod, (2007). Bowlby’s attachment theory is relevant to children and young people’s development. In order for children to develop, they need to have secure attachments, as those children with secure attachments, are better able to explore the environment freely and confidently. As there are many tasks that involve the regulation of emotion, such as stress. “If a child has not developed a strong foundation of emotional competence… they will struggle to manage the learning and social environment of school as successfully as their peers”, Furnivall, (2013). If children cannot cope with the learning environment then it will be difficult for them to develop.
It is supported by Harlow’s study (1959) in which Harlow created two wire mothers, one with a feeding bottle and the other with no food but a warm cloth wrapped around. The monkeys formed an attachment with the unresponsive cloth covered mother, but these monkeys had difficulties in later life. This shows the importance of interaction in attachment, another study which supports Bowlby’s theory is Scaffer and Emerson’s study (1964), they observed 60 babies over a year and found that they were most attached to the person who responded and interacted with them.
Bowlby’s theory talks about how a primary caregiver needs to respond and interact with children. However, there are some weaknesses to Bowlby’s theory of attachment as Bowlby suggested that the most important attachment figure for a child is the mother, however “many psychologists hold the view that all attachme...
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...riers to the child’s development and overall impacts the quality of the provision provided. My learning can have a positive impact on future practice as it enhances the quality of children and young people’s experience in education.
Works Cited
McLeod, S. A. (2007). John Bowlby | Maternal Deprivation Theory - Simply Psychology, (http://www.simplypsychology.org/bowlby.html), [Accessed 29 October 2013].
Cardwell Et al. (2008). Psychology AS| The Complete Companion, 2nd Edition. Oxford. Oxford University Press.
Taylor, W, Et al, (2012), CACHE Level 3 Extended Diploma, Children and Young People’s Workforce, Essex, Pearson Education Limited.
Furnivall. J, (2013), attachment-informed practice with looked after children and young people, (http://www.iriss.org.uk/resources/attachment-informed-practice-looked-after-children-and-young-people), [Accessed 30 December 2013].
Bowlby proposed that attachment behaviour between a mother and child happens when certain behavioural systems are actuated in the infant as a consequence of its interaction with its environment, primarily with the interaction of its mother. By encompassing earlier theories of ethology, development psychology and psychoanalysis (Bretherton, 1992), Bowlby developed his theory on ‘Attachment’. This essay looks at the development of ‘Attachment Theory’ since its introduction over four decades ago and how the research of Ainsworth and Main significantly supports Bowlby’s thesis. It also looks at Mahler’s theory of ‘Separation-Individuation’ and the importance of how positive attachment is necessary for the advancement of autonomy and identity. Finally, it will explore the shift in paradigms from cognitive psychology to neuropsychology and look at how attachment communication between primary caregiver and infant influences the imprinting of the orbitofrontal cortex.
The attachment theory helps to examine who we form relationships with, why these relationships work or fail, and how the relationships help to develop us in adolescence and on to adulthood. Mary Ainsworth stated a child/infant needed a secure base from where they could explore the world (Bretheron, 1992). Ainsworth stated a secure base is an emotional rich environment (1963). She also formulated the ideal of maternal instincts allow the mother to meet the infants need and with that ability, the infant-mother attachment is solidified. Ainsworth methodology made it possible to test and empirically prove attachment theory (Bretheron, 1992). The attachment theory highlights the importance of a secure base, infants and young
The influence of Bowlby’s attachment theory is relevant when dealing with transitions because it has informed people and practitioners about the importance of attachment and the key worker system. Bowlby’s attachment theory evolved to ensure children are protected and for their survival to be increased. Bowlby believed that a child’s first attachment is built quite early on and is normally formed with the mother. This relationship between the mother and the baby is the template for relationships in the future. It provides the child with an internal working model. If the child’s first attachment doesn’t have a positive effect then this can result in the child finding it difficult to form other attachments with practitioners, family members and friends. If the first attachment is secure and strong the child will be able to build relationships with other people without having a problem. According to Bowlby the cognitive development of the child is affected when early attachment is formed because it provides a secure base for exploration. Although Bowlby’s theory has a lot of positive aspects other theorists have research that disagrees with his work. Schaffer & Emerson
...s one with the knowledge necessary to incorporate methods for evoking change and empathize. It becomes easier to understand how certain maladaptive behaviors are developed as certain characteristics are learned patterns and not solely based on one’s personality. There are very many areas of attachment that need to be studied. As the population of minorities, working mothers, single parent homes, and children in the foster care system rise the ability to assess their ability to attach as well as develop new attachments is crucial. The works by Bowlby, Ainsworth, and Main have provided me with new interest in the attachment styles of children to their caregivers. It has allowed me to adjust the way in which I interact with my own daughter and other children in my presence to help establish new and beneficial adult attachments so that they can grow and feel empowered.
Does the attachment theory provide a sound basis for advice on how to bring up children? To answer this question for advice to parents I will explore some of the details of the attachment theory showing, 1) earlier studies and more up to date criticisms, 2) how it proposes family members and day care can affect a child’s upbringing.
Keenan, T. and Evans, S. (2009) An Introduction to Child Development. 2nd ed. London: SAGE publications.
The attachment process plays a crucial role in a child’s development and their future impact on society According to Dr Suzanne Zeedyk. Children can’t feel relaxed and safe with the adults & children in the nursery until they get to know them. If there’s a lack of affection towards a child they may be reluctant to take advantage of all the learning opportunities because of their anxiety. We now know that relationships literally shape the neural connections in young children’s brains. This means everything that happens or doesn’t happen for the child will leaves a physiological trace in their growing brain. According to Dr Suzanne
This essay will compare and contrast the work of psychologists Harry Harlow and Mary Ainsworth. To compare and contrast will be to emphasise the similarities and differences of both Harlow and Ainsworth’s work on understanding attachment, to which they have both made great contribution. Attachment refers to the mutually affectionate developing bond between a mother and any other caregiver (Custance 2010). It is a bond in which the infant sees the caregiver as a protective and security figure. Failing to form any type of attachment during the earliest years of childhood is thought to lead to social and emotional developmental issues that can carry on well into adult life (Custance 2010). Attachment theory was formulated by psychoanalyst John Bowlby with the theory of ‘cupboard love’ (affection that is given purely to gain a reward) (Custance 2010). There are differing theories on why and how infants form attachments but this essay will concentrate on the theories of Harlow and Ainsworth.
Levine, L. E., & Munsch, J. (2011). Emotional Development and Attachment. In M. Masson & L. Gleason (Eds.),Child Deveopment (4th ed., pp. 339-345). London, England: Sage.
Bowlby 's attachment theory is used a lot in settings as children gain strong bonds with the teachers and key workers in the setting. Having a secure attachment in the setting can have a variety of positive or negative impacts on the child depending on how emotionally attached they are. A strength of the attachment theory is that by children gaining attachment with their key worker it can help the practitioner support the child and meet their needs in the setting. By a child having an attachment to their key worker it can help their development as they are more engaged with the staff. Again research has shown that the quality of a child’s learning and the development of resilience can depend on the quality of their relationships both with their
The attachment theory, presented by Mary Ainsworth in 1969 and emerged by John Bowlby suggests that the human infant has a need for a relationship with an adult caregiver, and without a subsequent, development can be negatively impacted (Hammonds 2012). Ainsworth proposes that the type of relationship and “attachment” an infant has with the caregiver, can impact the social development of the infant. As stated by Hammonds (2012), attachment between a mother and a child can have a great impact on the child 's future mental
Taylor, W, Et al, (2012), CACHE Level 3 Extended Diploma, Children and Young People’s Workforce, Essex, Pearson Education Limited.
IRISS. 2011. Attachment-informed practice with looked after children and young people. [Online]. [Accessed 17 December 2013]. Available from: http://www.iriss.org.uk/resources/attachment-informed-practice-looked-after-children-and-young-people.
Psychologist, Mary Ainsworth expanded upon Bowlby's original work. She conducted a study labelled the ‘Strange Situation’. In the study, based upon the children’s reactions, Ainsworth described three major styles of attachment: secure attachment, ambivalent-insecure attachment, and avoidant-insecure attachment. Work by Stroufe and Waters in 1977, further supported Ainsworth's attachment styles and have indicated that attachment styles also have an impact on behaviours later in life (Birns, 1999, p. 13). Researchers have found strengths in attachment patterns established early in life can lead to a number of outcomes. For example, children who are securely attached as infants tend to develop stronger self-esteem and better self-reliance as they grow older. These children also tend to be more independent, perform better in school, have successful social relationships, and experience less depression and anxiety (Birns, 1999, p. 13).
John Bowlby’s attachment theory established that an infant’s earliest relationship with their primary caregiver or mother shaped their later development and characterized their human life, “from the cradle to the grave” (Bowlby, 1979, p. 129). The attachment style that an infant develops with their parent later reflects on their self-esteem, well-being and the romantic relationships that they form. Bowlby’s attachment theory had extensive research done by Mary Ainsworth, who studied the mother-infant interactions specifically regarding the theme of an infant’s exploration of their surrounding and the separation from their mother in an experiment called the strange situation. Ainsworth defined the four attachment styles: secure, insecure/resistant, insecure/avoidant and disorganized/disoriented, later leading to research studies done to observe this behavior and how it affects a child in their adolescence and adulthood.