Attachmentcan be defined as the emotional connection that naturally is created amongstthe child and the caregiver by which the child can get their primary needs met.Attachment emphasizes that “in early development, the emotional and physicalneeds of a child and whether or not they are met in early development. Both John Bowlby the psychoanalystbehind the theory, and his student Mary Ainsworth, emphasized the link betweenan individual’s early experience with caregivers and the individual’s capacityto form relationships, thereby influencing many aspects of later functioning” (Venta,Shmueli-Goetz, Sharp, 2014). “Childrendevelop a secure attachment—confidence that their caregiver is accessible andhelpful when needed—if their caregiver is reliablyavailable, effective at calming them, and supportive of their efforts atexploration and independence” (Cooper, et al., 2013). Overall, itis a mental theory regarding connections amid humans that a young childrequires with at least one primary caregiver in order for development to occur naturally.
(Keller, 2013) Attachment isessential to working in early childhood because it helps us as early childhoodeducators to identify the areas, in which children need developing during themost crucial years of their lives, find the root of the problem, and solve itto ensure a healthy development in the future. There are four categories that attachment is broken down into. Tobegin, Insecure avoidant is described as a child who is in distress when thecaregiver leaves and does not acknowledge when they return. Second, insecureambivalent is when the child is upset when their caregiver leaves and is notcalmed by their reappearance.
Third, disorganized secure is the child feelingdistressed when their caregiver leaves and is happy when they return. Finally,disorganized insecure is no attaching behaviours at all and often seem uneasywhen they are with their caregiver. (Music, 2010)Ina daycare setting, through the observation of child A, I noticed they displayedcharacteristics of ambivalent attachment. In the morning I noticed the childextremely happy with their parent and had that changed instantly and becamegreatly distressed when their mother dropped them off and left them.
The parentexplained to the child they need to leave and go to work and they will be backsoon. Following that interaction, the child immediately threw a tantrum andattempted to grab onto their mother as they began to cry and scream. Throughoutthe day, the child was able to calm down and get distracted by the teachers inthe room by reading stories, playing with Lego, and playing in the dramaticcenter with a few other class mates. As other teachers entered the classroom tohelp out and interact with the children, child A appeared to struggle withbecoming close to the teachers they did not know. Finally, when child A’s mother returned therewere no evident signs of calmness and revealed feelings of anger towards theparent. Additionally, the child continued what they were doing prior to theirmother’s arrival. The intervention I chose to put into place was to collaboratewith the primary caregivers to provide an encouraging setting for the childpaired with mood regulating activities that the child takes pleasure in such asa sensory water table because child A enjoys to swim. Iwould support the parent by recommending attending workshops either in thedaycare center or in the area, in order to increase their familiarity of childdevelopment, decrease maternal strain and develop parenting skills.
I have chosen this method because I believe itis crucial for parents to understand that the child may be acting a certain waydue to what they are exposed to at home. Attending workshops may open theireyes to what they may need improving on as a parent.