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Universality Of Attachment Theory

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Cultural Differences in Child Attachment and The Universality of Attachment Theory Although attachment theory has been widely accepted, its universality is controversial. Some research support its validity across cultures, some do not. The main critique about the universality of attachment theory is that it is based especially on research that is conducted in Euro-Western populations. This causes suspicions about whether attachment theory is valid across diverse cultures. In this paper, I will present a literature review of four cross-cultural research to examine the universality of attachment theory. These four research were carried out in Euro-Western and non-Western countries, and they focused mainly on universality hypothesis of the attachment …show more content…

32 Japan mothers and 39 U.S. mothers participated in the study. They had an interview that included 10 questions (Rothbaum, Kakinuma, Nagaoka, & Azuma, 2007). The results showed both cultural similarities and differences. Desirable and undesirable behaviors are similar for both cultures. As original attachment theory suggests, desirable behavior is associated with security and undesirable behavior is associated with insecurity by mothers. Also consistent with attachment theory, mothers believed that socially desirability of children was related to responsiveness of their mothers (Rothbaum, et al., 2007). On the other hand, there were found some differences between Japan and U.S. cultures. Rothbaum et al. (2007) stated that “When describing the child with desirable characteristics… United States mothers focused on a much greater range of attributes-involving personality, social skills, character, and a host of specific traits- than did Japanese.” (p. 481). Whereas Japanese mothers mentioned mostly social roles, responsibilities, etc. In Japan child-rearing practices mother and infant are almost always together. Co-sleeping, co-bathing, etc are very common, and this creates dependence (Rothbaum, et al., 2007). Whereas U.S. practices encourage independence and exploration, so the child learns how to deal with absence of the caregiver. Rothbaum and his colleagues (2007) maintained that because Japan practices are based on promoting dependence and not promoting independence and exploration, the infants cannot be categorized as insecure in

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(Carpenter and Huffman, 2013 p.278) In her studies of infants, she placed the mother in a room with the child (securely attached), then introduced a stranger to the child(anxious/ambivalent), then the mother would leave the room leaving the stranger with the child(anxious/avoidant), then mother would return (disorganized/disoriented attachment). Observations of the child's reactions towards the mother and stranger in each of these segments were analyzed. From this, Ainsworth was able to conclude the bonding the child had toward their mother. The more attached the child, the more they responded to the mother coming and going, either by clinging, crying or following.

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The current time period is one of unprecedented change; and of almost constant interaction, with each other, and with those of distant lands. Based on enhancements in technology and communication, one would assume that over the generation between the time when the first edition of Preschool in Three Cultures was published and when Preschool in Three Cultures Revisted was published, would show that education officials are closer to understanding what the best practices are for the universal preschool-aged child. Educators, administrators, and policy makers have been exposed to more practices from around the globe than ever before. Being that all three preschools are working with the same age group, with similar developmental needs, one would think that these three nations’ early childhood education systems have grown more alike because best practices for a three year old should look the same in the United States, China, and Japan. Along with that thought, each system has elements of value: shouldn’t “best” parts of each system be combined to create the “perfect

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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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The attachment theory of John Bowlby has had an enduring impact on our understanding of child development. This study of Bowlby’s attachment theory allows us to understand more thoroughly how society and culture in constructing child rearing practices have a profound impact not only on the child but on the entire learning life of that individual. Attachment theory provides us with a lifelong learning project that brings together deep psychological patterns. Knowing that Bowlby does not do justice to the social and cultural factors that impact on development. At the core of a critical adult learning theory it is necessary to imagine how the cultures and societies, in which we live, interact with and influence the ways in which people relate

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Exploring Groman’s article further, on the attachment theory, she states, “it is in our first relationship, usually with our mother, that much of our future well-being is determined (Groman, 2012).” The main point of this article is the importance of consistency

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Overview of Attachment Theory Attachment theory tries to describe the evolution of personality and behaviour in relationships and it gives a reason for the difference in a person’s emotional and relationship attitudes. In the beginning, it looked at the mechanics of relationships between children and their parents but it has since been expanded to cover the entire life of the human being (Howe, 2000). Attachment theory includes insights learned from evolutionary theory, ethology, systems theory and developmental psychology (Howe, 2001).

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The experiment was done in a room with a one way glass to observe the infant. Different situations were given to the infant to determine the infant’s attachment style, the mother of the infant would leave the room and the infant would be left with the experimenter or the experimenter would leave the room and leave the mother and infant alone. How the infant reacts to the situation is used to determine the attachment style of the infant. Infants with secure attachment style would be distressed every time the mother would leave, the infant avoids the stranger when the mother leaves and when the mother returns the infant becomes happier. Infants with ambivalent attachment attachment style get distressed whenever the mother leaves, and avoids the stranger when left alone.

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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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