Does attachment theory provide a sound basis for advice on how to brin

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Does the attachment theory provide a sound basis for advice on how to bring up children? To answer this question for advice to parents I will explore some of the details of the attachment theory showing, 1) earlier studies and more up to date criticisms, 2) how it proposes family members and day care can affect a child’s upbringing.
Attachment is the bond that develops between caregiver and infant when it is about eight or nine months old, providing the child with emotional security. Meshing commences from when the child is being fed, onto taking part in pseudo-dialogue and then following on to the child taking part in a more active role of proto dialogue, illustrated by Kaye (1982), other concepts such as scaffolding and
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Bowlby’s maternal deprivation theory (1951,1953)was enthused by the Konrad Lorenz’s(1966 ) imprinting study on young animals. He believed that like imprininting one permanent figure should be the caregiver and children deprived of those maternal links could be disastrous to the child’s mental health and could lead

to delinquency. His views on long term institutional care were that if a child was fostered before the age of 2yrs and six months it may not be delayed in emotional, social and cognitive development but some of his studies show that there have been various forms of parting in youths with severe behavioural problems
Attachment behaviour according to Mary Ainsworth (1985; Ainsworth and Bell, 1974; Ainsworth et al., 1978) forms the groundings for all potential associations and this develops up to two years after the child is born. She also harmonized with Bowlby on the view that the attachment bonding occurred within the age of two years old. Approximately when the child is seven months old they become wary of strangers and unknown surroundings. This continue until the child is about two years old. The procedure Ainsworth (1969) investigated to measure if a child was securely or insecurely attached was the ‘strange situation paradigm’. This entailed a sequence of short partings and reunions. The child’s parent and a stranger took part in the