1. Development of Attachment 1

2. Objectives At the end of this lesson students should be able to: Define the meaning of attachment and separation anxiety. Identify an attachment bond. Differentiate between different attachment theories.

3. Attachment “Attachment is a bond that ties the mother and the baby together. It emerges out of evolution. It developed in order to protect us from predators. It is central to our very survival and what we are beginning to realise now is that its also central to our well being.” (John Bowlby, Attachment in practice, p. 6) 3

4. The importance of attachments Makes the child feel safe and secure. A secure baby grows to have trust and confidence in themselves. Securely attached children do better at school. They are likely to be good at making friends. Helps people to form close relationships in later life. Children with insecure attachments will not have a secure base to develop trust and confidence. 4

5. John Bowlby A humans’ biological need to have close loving bond with their mother. Nature has given the “infant bonding job” exclusively to mothers. If bond isn’t allowed to form or is broken during the child's “critical period” then emotional development will be disrupted. Bowlby saw a possible link between maternal separation and disturbed behaviour in adolescents. (Davenport, 1994) 5

6. Impact of Bowlby’s & his supporters’ theories Women encouraged to stay at home. Introduction of family allowance & single parent allowance. Parents allowed to stay with children in hospital. Social workers began to regard separation as worst possible solution ‘a bad home is better then best institution’. 6

7. Challenging Bowlby’s View Others believe maternal deprivation does not alone have such an influence on future mental health. Studies have shown that children who suffer severe maternal deprivation, maternal privation and isolation are able to develop intellectually, socially & emotionally. Studies have shown that high quality care can overcome most problems. As shown in the Koluchova Case and the Bulldog Bank Study (Davenport, 1994) 7

8. Koluchova (1972) Twin boys who's mother died in childbirth. Stepmother locked them in the attic until they were 11years old. They were then raised in a children's home. They could not walk properly, had their own language, would not be separated, were incapable of forming relationships and were intellectually immature. With intensive care and special education they recovered to lead a normal life. Casting enough doubt on Bowlbys “critical period”. 8

9. Bulldog Bank Study Freud & Dann (1951) Six war orphans were studied. They were maternally privated. Made strong attachments to each other. Were hostile towards adults, destructive with toys etc. Constant patient loving care – formed some emotional relationships and gradually became independent. 9

10. How do attachments evolve? Attachments are emotional bonds between babies and people deeply involved with them. Example of studies carried out in the last 40 years: Ahrens: Face shapes. Robert Fantz: Looking chamber. Condon & Sander: Played tape recordings of various sounds, including human speech – from just 2 days old babies reacted to human voices. 10

11. Ahrens – Face shape Experiment 1 month old babies smile at picture of eyes. Next few months nose and mouth needed. By five months picture has to be 3D. Smiling baby encourages mother to smile and talk to child. 11

12. Fantz – Looking Chamber Experiment Designed apparatus called Looking Chamber. Showed pictures to babies from a few days old. Found they preferred to look at round objects especially looking like a face. 12

13. Attachment Theories Learning Theory – Attachment is a set of learning behaviours. Cognitive Development Theory – Intellectual development and understanding object permanence. Ethological Theory – Parents are biologically disposed to respond. Psychoanalytic Theory – Carer satisfying a physical need to be fed. 13

14. The role of Attachment Theories Learning Theory (Reward me and I will love you) Cognitive development Theory (I need to know you are there) Ethological Theory (I am born to love) Psychoanalytic Theory (You feed me so I love you) 14

15. Bowlbys stages of attachment Pre-attachment : birth - 2 months Baby is socially responsive to all adults. Attachment in the making : 2 -7 months Baby begins to recognise and respond to familiar adults. Clear-cut attachment : 7-24 months Child will protest at being separated “separation anxiety”, wary of strangers, let you know how they feel. 15

16. Separation Anxiety Bowlby noted there was a three stage pattern to children's reactions to being separated from their main attachments. The three distinct stages: Protest Despair Detachment 16

17. Separation Anxiety Stage 1 - Protest Child may cry, struggle to escape, kick, show anger. 17

18. Separation Anxiety Stage 2 - Despair Child shows calmer behaviour as though accepting the separation. May be withdrawn and sad. 18

19. Separation Anxiety Stage 3 - Detachment Child appears to be over the separation as they join in activities. The child is actually trying to forget the relationship. Effects of detachment could have long term effects in that children learn not to trust people they care for. 19

20. Strong Bonds Attachment theory reinforces the importance of strong bonds between children and their main carers. The ways in which children leave their main carer and how they are reunited is important in maintaining these bonds. 20

21. Evidence of strong bonds The parents aren't rushed, separations are calm and positive, parents talk to the child before leaving to reassure them. 21

22. Evidence of strong bonds The child’s main carer talks to them about what they have been doing. The child is pleased to see their carer, they share a moment of closeness. Both child and adult are relaxed and calm. 22

23. Conclusion A child who forms strong early childhood attachments may: Cry less when separated from a parent or carer. Be more quickly and easily comforted on the return of the parent or carer. Engage in more pretend play. Be less prone to Attention Deficit Disorder (ADD). Appear more persistent in problem solving situations. Show greater flexibility in controlling their personal feelings. Be popular with peers and adults. Be less aggressive. Be at a lower risk of bullying in school years. 23

24. Meeting objectives All students should now be able to: Define the meaning of attachment and separation anxiety. Identify an attachment bond. Differentiate between different attachment theories.

25. References Davenport, G. C. (1994) An Introduction to Child Development, 2 nd Edition, London:Collins Educational Doherty, J. and Hughes, M. (2009), Child Development:Theory and Practice 0 -11, Harlow:Pearson Education Johnson, J. and Nahmad-Williams, L. (2009) Early Childhood Studies, Harlow:Pearson Education Limited Riddall – Leech, S. (2010) How Children Learn : Tutor Resource Pack, London: Practical Pre-school books