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Attachment Theory And Its Effects On Social And Emotional Development

656 Words3 Pages

Through the PY212 developmental psychology course, I have learned about the importance of attachment in early childhood and how it impacts social and emotional development later in life. Specifically, I learned about John Bowlby's attachment theory, which highlights the critical role that the parent-child relationship plays in shaping a child's sense of security and trust in the world. This knowledge is essential because it underscores the importance of early childhood experiences in shaping lifelong outcomes. Research has shown that children who have secure attachments with their caregivers tend to have better social and emotional outcomes later in life, including higher levels of self-esteem, stronger interpersonal relationships, and better …show more content…

Understanding the critical role that attachment plays in shaping a child's development has highlighted the importance of providing a nurturing and supportive environment for children in my care. I will strive to develop strong, secure relationships with children, providing them with consistent support and a safe space to explore and learn. Additionally, I will be better equipped to recognize signs of insecure attachment in children and work to address these issues proactively, helping children to develop the skills they need to thrive socially and emotionally. Overall, the knowledge gained through PY212 will inform my personal approach to caregiving and help me to support children in reaching their full potential. One thing that I have learned through the PY212 course in developmental psychology is the importance of understanding the different stages of cognitive development proposed by Jean Piaget. Piaget's theory suggests that children's thinking develops through a series of distinct stages, each characterized by a different way of thinking about the world. This knowledge is crucial for anyone working with children, as it can inform the way we design educational and therapeutic interventions that are developmentally

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According to the behavioural approach and attachment theory, Shaver et al suggested that romantic love in adulthood is an integration of three behavioural systems acquired in infancy: attachment, caregiving, and sexuality systems. Attachment systems are related to Bowlby’s Internal Working Model (IWM). He suggested that early adult relationships were a continuation of early attachment styles (secure or insecure), because the behaviour of the infants primary caregiver (PCG) promotes and IWM of relationships, leading infants to expect the same in future adult relationships. For example, secure attachment, which is categorised by a PCG who is caring and understanding will lead to an empathetic adult who is able to create meaningful relationships. Similarly, infants who have an insecure avoidant attachment type due to a rejecting PCG, leads to an adult who is instant and intolerant in romantic relationships.

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Cindy Hazan and Philip Shaver in 1980 were able to move the theory of attachment and children into developed theories of attachment on adulthood relationships. They found that even in cases of adults a strong attachment is still very important, Hazan and Shaver (1980) concluded that a balance intimacy with independence within a relationship is best, if the attachment was too strong both parties would be over dependent, and if the attachment was weak there would be a lack of intimacy with feeing of inadequacy (Hazan and Shaver, 1980). Many past findings have suggested that secure attachment is related to high levels of self-esteem; such is found evident in Wilkinson (2004) research about the role of parental and peer attachment in the psychological

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Although we are studying theories, some of them appear to explain human behavior and personality with certain accuracy. John Bowlby and Mary Ainsworth theories of attachment can also explain what happens to people when attachment to their parents or caregivers is healthy or potential problems that could occur due to detachments. They suggest that individuals raised with secure attachments to their primary caregivers help them to feel secure; moreover, these children appear to be more socially skilled and less likely to experience major emotional disturbances. However, failure to form healthy attachments, especially mother-child, could serve as a descriptive mechanism for many negative psychological outcomes later in the life of an individual,

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Having attachment figure present during daycare can play an important role, as children develops a greater emotional knowledge. A study by Pons et al (2004) supports this point “the relationships that children build with their peers and other supporting roles can affect their academic achievements” This suggests that a child gaining emotional knowledge plays an a key part of how they are evaluated and accepted by their peers this comes from 4 of the nine components of emotional knowledge which are; recognition, external cause,desire and reminder Daycare can have a positive effect on a child’s development of peer relationships through letting children negotiate learning and allowing the emotional knowledge which will strengthen throughout their lifetime.

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Through factors such as cognitive development of the infant, attentive care and intimate interactions with a primary caregiver, the attachment relationship is created – shaping the infants- caregiver bond. By examining the interactions between an infant and their primary caregiver, we can identify secure, insecure and disorganized attachment (Ainsworth, 1978; Cassidy 1994); which can reveal a great deal about the relationship between the infant and attachment figure. Overall, the quality of attachment bonds formed in the early years can have long lasting effects on an infant’s emotional security and social competence; not only shaping their ability to form relationships, but laying the foundations for the social, emotional and mental development of the

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