them Bowlby (1969) – Bowlby’s Theory Attachment is adaptive & innate Lorenz (1952) – Bowlby’s Theory Imprinting in animals Hodges & Tizard (1989) – Bowlby’s Theory Sensitive period Belsky & Rovine (1987) – Bowlby’s Theory Temperament hypothesis Van Izjendoorn et al. (1999) – Types of Attachment Meta-analysis Ainsworth et al. (1978) – Types of Attachment Strange situation findings Prior & Glaser (1006) – Types of Attachment Behaviour in later childhood Ainsworth (1967)
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References: Ainsworth‚ M. et.al‚ (1978)‚ cited in Oates‚ J.‚ Lewis‚ C.‚ and Lamb‚ M. (2005)‚ ‘Parenting and Attachment’‚ in Ding‚ S. and Littleton‚ K. (eds) Children’s Personal and Social development‚ Oxford‚ Blackwell/The Open University. Bowlby‚ J.‚ (1969)‚ Attachment and Loss‚ vol.1. Loss‚ New York‚ Basic Books. Bretherton‚ I. (1985). Attachment theory: Retrospect and prospect
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Attachment Theory John Bowlby was a psychoanalyst and has developed his knowledge and understanding into the theory of Attachment. Bowlby believed that children have been born programmed to form attachments which will help them survive; this is known as evolutionary attachments. Bowlby believed that all attachments are instinctive‚ he said that attachments are shown when the child is under conditions of feeling threatened‚ such as: separation‚ fear and insecurity. In 1969 and 1988 Bowlby suggested that fear
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relationship is the one between an infant and at least one caregiver. The level of social and emotional development during the relationship is crucial‚ in order for normal development to occur within the child. The first to develop the theory was John Bowlby‚ who realized the importance of the child’s relationship with their primary caregiver (usually the mother)‚ in terms of the child’s emotional‚ cognitive‚ and social development. The set goal of the attachment behavior system is to maintain the bond
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caregiver’s responses to the child. John Bowlby was a significant contributor to this belief and developed what is known as “Attachment Theory” after being influenced by the ideas of Freud‚ Erikson and others. This was later built upon by Mary Ainsworth who worked on after Bowlby’s death in 1990.According to Sigelman and Rider (2006) this theory is now the most commonly accepted theory on attachment of current times. Sigelman and Rider (2006) quote Bowlby (1969)‚ “an attachment is a strong affectional
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Outline Mary Ainsworth’s ‘strange situation’ study and discuss how this has influenced our understanding of the importance of a child’s attachment to the primary caregiver. In 1970 Mary Ainsworth expanded greatly upon Bowblys original work and devised an experiment called the Strange situation. The study focused on the behaviour ‚in relation to attachment‚ of infants who were 12-18 months of age when their mother left the purpose built lab play room. The infants were watched through video cameras
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The attachment theory came about in the early 1950’s from psychologists John Bowlby and Mary Ainsworth. The definition of attachment according to Bowlby is the enduring deep emotional bond between a child and a specific caregiver. Bowlby described attachment as a “lasting psychological connectedness between human beings” (Bowlby‚ 1969‚ p. 194). Bowlby believed that attachment characterized human experience from "the cradle to the grave." Attachment is not only present in infants but it continues
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Bibliography: Ainsworth‚ M. D. S. (1979) Attachment as related to mother-infant interaction. In J.S. Rosen blatt‚ R. A. Hinde‚ C. Beer‚ & M. Busnel (ed) Advances in the study of behaviour. Merrill- Palmer Quarterly‚18‚ 123-143. Ainsworth‚ M Aymer‚ C. & Okitikpi‚ T. (2000) ’Epistemology‚ ontology and methodology: what ’s that got to do with social work? ’‚ Social Work Education
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the next generation” (Buss‚ 2008). Specialists such as Bowlby claim that humans have a predisposition to form attachment bonds to others in order to survive.
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Child development theories guide teaching practices of children from birth to 11 years of age. One key issue shaping curriculum design is the development of learning standards. The arrival of standards into programs serving children from birth to 11years of age has challenged those who want to ensure the implementation of developmentally appropriate practices during a standards-based climate that emphasizes accountability. In the late 2000s‚ leading researchers in early childhood education were
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