[Ruthierhyme]

Hi, you will need to research the work of John Bowlby and Mary Ainsworth,

Theory of attachment looks at the feelings involved between a child and another singular person, people and also objects, it offers evidence for the possible reasons as to why attachments happen.

How children learn book 1 puon amazon.co.uk is supportive reading.


Theorists theory and models forum thread

This quote is from page 16 and 17 of the Unit 1 sample chapter

Understand the significance of attachment to children’s development
Theories of attachment
There are a number of different theories of attachment that you should be aware of when considering children’s overall development. Attachment theory is important as it affects a child’s social and emotional development long term.

John Bowlby’s theory of attachment
John Bowlby was a psychoanalyst like Freud. He recognised and devised one of the most important theories, which is that of attachment. He stated that a child is influenced the most by their relationship with their primary carer (in most cases, their mother).

Here are the main aspects of his theory.

• Babies have an innate need to attach to one main person. This is called a monotropic attachment, and will need to be established during the first 6 months of life.
• A child will need to have continual care from this person for around the first two years of life; this is a critical period. Any kind of disruption during this period will have long-lasting effects on the child’s overall development such as depression, increased aggression or affectionless psychopathy (showing no guilt for antisocial behaviour).
• Secure attachment is more likely to be provided through the child’s family than anywhere else.

Mary Ainsworth’s studies of attachment behaviour
Following John Bowlby, other theories have emerged around attachment. Mary Ainsworth, a student of Bowlby, was a psychologist who devised an experiment that focused on the different forms of attachment shown between mothers and infants.

In this experiment, called ‘The strange situation’, the behaviour of a child aged 12-18 months was observed in a series of seven different situations.

1. Parent and infant alone.
2. Stranger joins parent and infant.
3. Parent leaves infant and stranger alone.
4. Parent returns and stranger leaves.
5. Parent leaves; infant left completely alone.
6. Stranger returns.
7. Parent returns and stranger leaves.

Ainsworth wrote about three main attachment styles.

• Anxious-avoidant – The baby largely ignores the parent, and continues to play when the parent leaves, showing little distress. The baby ignores or avoids the parent when they return. The baby doesn’t like being alone but can be comforted by a stranger.

• Securely attached – The baby plays while the parent is present, but plays less when the parent leaves, showing some distress. When the parent returns, the baby is comforted easily and carries on playing. The baby cries when alone but can be comforted to some extent by a stranger. The baby’s reactions towards parents and strangers are noticeably different.

• Anxious-resistant – The baby is wary and explores less than other types. The baby is very distressed when the parent leaves and actively resists the stranger’s attempts to comfort. When the parent returns, the baby wants immediate contact but is ambivalent, showing frustration and anger alongside clinginess; for example, wanting to be held but the immediately struggling to get down.

Ainsworth thought that the child’s behaviour was determined by their early attachment with their mother. For example, where parents could predict their baby’s needs and frustrations, the baby showed securely attached behaviour, happy to explore a strange environment, knowing that their parent was a safe ‘base’ for them to return to. Ainsworth found that a high percentage of children (70%) formed a secure attachment like this. However, when upset by the departure of their parent, they will only be comforted
by the parent’s return.



Table 1.1: Links between childcare practice and theories of child development.

Observation and assessment - links to all and is applied by: All theories of child development are based on observation and the way in which children react in different situations. You will need to observe children so that you can assess their progress and plan for their future needs.


Planning and evaluation - links to Piaget and is applied by: Piaget emphasised the importance of extending children’s experiences, so that they are able to see things in different ways and challenge their ideas. This theory may influence the way in which you plan and evaluate work with children.


Effective communication - links to Bowlby and is applied: Bowlby’s attachment theory affects the way in which our confidence develops and we are able to relate to others. This may be seen in the way in which young children can develop relationships and communicate with others.


Behaviour analysis - links to Skinner and Pavlov and is applied: Behaviour analysis is based on the way in which the child’s behaviour is affected by the environment and how we respond to their behaviour. Both Skinner and Pavlov’s theories show that we can influence behaviour in different ways.


Planning or structure of educational programme - links to Gardner and is applied: Both Gardner’s and Bronfenbrenner’s influence affects the way in which we present activities to children and shows the importance of doing this in different ways to appeal to different learning styles and environmental stimuli.


Consultation and intervention - links to Pavlov and is applied: Pavlov’s influence can be seen in the use of intervention as it shows that some aspects of behaviour and development can be taught or modified.


Environment and resources - links to Reggio Emilia and Bronfenbrenner and is applied: Reggio Emilia’s influence can be seen particularly in the EYFS framework, which emphasises the importance of children’s own interests being followed. Bronfenbrenner’s influence can be seen in the development of the learning environment, particularly the outside classroom.


Partnership working and referral - links to all and is applied: Where children are a cause for concern and all agencies work together to support them, there is potential for all theories to influence practice, depending on the needs of the child.


Best wishes xx