Anxious-Secure Attachment Analysis

When providing a healthy and safe environment both inside and outside the nursery, there are factors myself and other practitioners need to consider; individual children and any specific needs they may have, for example at my work place we a baby with Prader-Willi syndrome, a rare genetic condition that causes restricted growth, poor core muscle strength, learning difficulties, behavioural problems such as temper tantrums or stubbornness and a permanent feeling of hunger which will start between the age of 2 and 8 years old. The practitioners who work with the baby must always consider

Communication is very important, not only with the child/ young person but also their parents/ careers. Parents and careers need to be kept updated with everything that happens with their child/children and information that they need to know about the nursery itself. The stronger the relationship between the practioners and the parent/ career the stronger the trust the parents/ careers have with their child/ children in your care.

On the other hand, Ambivalent Attachment is when the infant is insecure and overemotional with regards to their moms. They are on edge when the mother is there and when she is missing. During a experiment, the newborn children clung to their moms as opposed to investigating the new environment. When she left the room, they turned out to be extremely upset. When she returned, they either gave off an impression of being impassive, likely sulking, or even got to be unfriendly. If kids have ambivalent attachment they frequently grow up to have preoccupied attachment patterns. These individuals' lives are not adjusted, their shakiness abandons them betrayed themselves and candidly frantic in their

A fulfilling place to raise your knowledge and understanding of pre-school children and infants is a daycare. Observing a daycare gives you an insight at how these toddlers behave and act when going through the many different situations in the daycare. North West Childcare Centre is one of many daycares that believes in giving children a safe and encouraging environment to grow up in with nurturing staff, that get s the boys and girls prepared for pre-school both mentally and academically. North West Childcare Centre openly welcomes all infants and toddlers from the age of 12 months to five years. The children are divided into three different classroom based on age.

One of these attachment styles was suggested to account for the majority of children and was depicted as a secure attachment style (Ainsworth, 1971, 1978). Secure attachment was suggested to account for 70% of the children, and consisted of traits that the child signified during the experiment, such as, responding with positively when their primary caregiver returned to them after a period of separation, despite the child signifying distress when the primary caregiver was absent (Ainsworth, 1971, 1978).The second type of attachment style Ainsworth (1971, 1978) established was an insecure attachment style; however, this was separated into two categories: anxious and avoidant. Whilst children who were categorised as having an anxious attachment style were suggested to account for 15% of children, and signified ambivalent behaviour towards their primary caregiver when they reunited with them, children who were suggested to have an avoidant attachment style accounted for 15% of children and avoided proximity or interaction with the primary caregiver on reunion Ainsworth (1971,

Attachment Disorder is a lack of forming a secure attachment between a child and their primary caretaker. This usually develops when the child has experienced trauma of some sort either by neglect or abuse (the book: A Short Introduction). Because the child does not form this strong attachment it can lead to the child having emotional and behavioral disorders as the child grows up. In their article about attachment disorders, Thomas O’Connor and Charles H. Zeanah write that, “The implication is that the absence of a consistent caregiver and selective attachment may play a central etiological role in the development of attachment disorders.” (O’Connor & Zeanah, 2003) Children who have been diagnosed with

The experiment is made up of a small room with one way glass, so the behaviour can easily be observed without being distracting, infants were aged between 12 and 18 months and around 100 middle class American families took part in the procedure. The situation for each subject was exactly the same, the room was set up the same and toys were scattered on the floor, though not haphazardly, she set out black tape on the floor so she knew exactly how the room should be laid out. (Howard Egeth, 2015.) The behaviour of the Infant was observed in a series of eight episodes that lasted approximately three minutes each. The different stages were: 1) Mother baby and experimenter. 2) Mother and baby alone. 3) Stranger joins mother and baby. 4) Mother leaves baby and stranger alone. 5) Mother returns, stranger leaves. 6) Mother leaves; baby left completely alone. 7) Stranger returns. 8) Mother returns and stranger leaves. From this series of observations Ainsworth defined four different types of attachment. Firstly Secure Attachment which was seen is 60-70% of the infants, the infant was seen to explore the environment in the mother presence, upset when she left and not well-comforted by the stranger but calms down quickly when the mother returns. 15-20% of the infants showed Avoidant Attachment, they were not distressed when their mother left and were equally as comforted by the stranger and their mother and showed little interest when their mother returned. Resistant Attachment was shown in 10-15% of cases. This means the infant didn’t explore the environment and was very distressed when their mother left, they avoided the stranger completely and resisted their mother when she returned. They were not easily comforted. Lastly is Disoriented Attachment which was shown in 5-10% of the infants involved. These infants had random outburst and

According to Newman and Newman (2015), attachment is the process through which people develop specific, emotional bonds with others. There are five different stages in the development of attachment. There are four patterns of attachment: secure attachment, anxious-avoidant attachment, anxious-resistant attachment, and disorganized attachment. Secure attachment is the most positive of all three patterns in which it provides a child with healthy self-awareness and trust. Disorganized and avoidant attachment is where the child’s needs for safety and understanding are not met. This can often lead to difficult learning and relationships and an inadequate attachment relationship with the caregiver (Malekpour, 2007). Attachment is a key factor in

Starting nursery or school can be daunting for children of all ages as children will have to come in contact new faces, unknown personalities and they will have a lack of knowledge about who provides support. Not having their sole carer around and having to find comfort in a care giver, teacher or a new friend can be quite difficult for them and It is important that practitioners understand this and find ways of helping them.

The child's attachment behavior System is activated by exposing the child to an unfamiliar playroom, interaction with an unfamiliar adult, and two brief separations from the child's attachment figure. The infant's behavior during the two reunions with the attachment figure reveals the Status of its relationship with the attachment figure. Ainsworth etal. (1978) distinguished three types of attachment: secure (also called B), anxious-avoidant (A), and anxious-ambivalent (C). Subsequent research has revealed a fourth type: anxious-disorganized (D; Main & Solomon, 1986, 1990).

Attachment theory is a foundational concept that helps link my hunger for love and connection and the pain I feel wanting to attach and yet not feeling secure or nourished in attaching. Dan Siegel explores what happens when the child’s emotional needs were rejected from his primary caregivers and an avoidantly attached child

Throughout life, everybody will go through many transitions. From children starting day care when they are a baby, then nursery, infant school, junior school, comprehensive school, college, work and then retirement. These transitions are all very different, but each needs careful planning and preparation. The main transition I will be concentrating on during this assignment is when a child starts nursery full time. When starting nursery full time a child might be coming from being at home every day, in a day nursery or in day care. Children are probably going to get upset because they miss their primary carer, or because they are not used to what is going on. I have experienced this in my last placement. The children came in for a day for

Attachment is not sudden, it is developed through trust. The first two months of an infant’s life they would be attached to people who are equally likely to elicit smiling or crying from the baby. The next five months the attachment is more focused on the primary caregiver. From 7 to 24 months they form more specific attachments and they look for regular caregivers. After 24 months they begin to take others feelings and goals into account which helps form their own actions. A strange situation was created to determine if the infant is securely attached or insecurely attached by a series of introductions, separations, and reunions with the infant’s caregiver and a stranger. Securely attached babies will explore on their own, but once they notice

Caring for a baby takes a lot of time and energy I will keep in mind when planning that babies require a lot of hands on care by the means of feeding, changing and cuddling the majority being immediate attention. I understand that naptimes and feeding may take longer than anticipated and there for will take priority over other activities and outings. Activities involving smaller toys and smaller resources will be avoided as babies tend to put everything in their mouths. I will aim to keep these activities for when babies are sleeping or when they are involved in free play time. Infants will be encouraged to exercise by means of stretching and moving as it is important for their muscles to be used this will be carried out in a safe environment. Having a baby in the setting will provide focus for other children in the setting to be mothering and understand the importance of being gentle and caring for younger children.

According to the Article Psychalive.org/anxious-avoidant-attachment/, avoidant attachment is that connection and bond the parent or caregivers form with the infant during his or hers first few months of life. When the parent ignores or tends to be unavailable to the infants’ needs he or she is creating an avoidant attachment. This is making the infant create his or her on coping strategies. They believe that crying will only lead them to rejection or punishment. Some children will learn to rely on self-soothing and self-nurturing behaviors.