John Bowlby - Child Development Media

Attachment theory and research has established for itself a central place in the study of human social and affective development. Building on the foundational concepts of Bowlby1 and Ainsworth’s2 translation of these into a framework for empirical study, researchers worldwide have used attachment as a vehicle to increase our understanding of the life-long consequences of the human infant’s first relationship and of the factors in the mother’s own childhood that are central to the shaping of that relationship.

Bowlby’s theory and adoption | Infant and Child Development

Child development stages - Wikipedia

John Bowlby's Attachment Theory - Child Development …

I think it is absolutely essential that social workers have a basic understanding of attachment theory and the importance of the early relationship between baby and mother (again used as shorthand) from the first moments of birth, and even in utero as there is evidence that babies can be adversely affected if there is tension, hostility, domestic violence etc., and how this insecure attachment pattern will affect the children as they grow through the ages and stages of childhood. They need to understand that attachment patterns are secure or insecure/anxious, not “strong” or any of the other adjectives that are often used. However it is only by observing the interaction between the mother and child that can demonstrate the attachment pattern. Having said that, great care should be taken not to jump to conclusions, and indeed I don’t think it fair that social workers should be expected to determine the exact attachment pattern between mother and child. This is more the work of clinical psychologists and play therapists, often working collaboratively.

Attachment Theory (Bowlby) - Learning Theories

Robert Karen’s chart is extensive and so I don’t propose to reproduce it in full. But he describes a secure attachment pattern between mother and baby – mother is warm, sensitively attuned, and consistent. Readily attends to baby’s cries. Baby readily explores, using mother as secure base, compliant with mother. Pre-school: easily makes friends, popular, resilient under stress, good self esteem. Teachers treat him in warm, matter of fact, age appropriate way. Aged 6 with parents: Warm and enthusiastic, comfortable with physical contact. Middle childhood: Forms close friendships and is able to sustain them in larger peer groups. In adulthood: Easy access to wide range of feelings and memories, positive and negative. Balanced view of parents. If insecure in childhood has worked through hurt and anger. Usually has securely attached child.

Attachment - Encyclopedia of Infant and Early …

Bowlby’s comment to some extent reflects the language and culture of the day, but remains urgently accurate. Research on attachment over the past three decades has confirmed his central hypothesis that the sensitivity and responsiveness of the caregiver is instrumental in shaping the human infant’s first relationship. This relationship, in turn, has been shown to be a powerful predictor of later important social outcomes. Our efforts to ensure that this outcome is adaptive rather than maladaptive for both the individual and society must, therefore, focus on our support of the infant’s caregiver, most often the mother. In today’s society, this translates most urgently, at a policy level, into ensuring that families at developmental risk, including single mothers, are provided with the social and financial resources necessary to provide their children with a supportive social environment – the prerequisite of a healthy attachment relationship. As suggested by van IJzendoorn, in many cases this will mean the provision of quality daycare for these same families. For service-providers, attachment theory and research call for a focus on early social interaction and on the primary mediator of such interaction, the mother. Patterns of attachment behaviour and mental representations become less flexible and less open to change with developmental time. Investment through social policy and service delivery in the earliest years is thus a more efficient and feasible approach than reactive intervention delayed until the negative consequences of inadequate early experiences become apparent.

Child Development Theories - Educational Psychology

For Vygotsky, child learners had a ‘zone of proximal development’ (depicted in Figure 5) representing all the skills and knowledge a child alone cannot presently understand, but is potentially capable of learning through some form of guided social interaction. This concept explains, for example, why a child appears to lack certain knowledge, yet demonstrates the expected competence with prompting, or often just in the presence of a teacher or other learners.

Attachment Theory - Current Nursing

Research shows that children who possess a disposition to stressin early infancy are prone to develop insecure attachment later (Seifer et al., 1996;Vaugh et al., 1992). One could argue that attachment development is not determined by the nature andquality of the infant-caregiver relationship but instead by the infant's temperament.

Social and Emotional Development - First Discoverers

He developed and administered a nationally recognized parent and child center in Cleveland, Ohio, and also served as chairman of the Department of Child Development and Early Childhood Education at the University of South Carolina.