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Influence of attachment Theories on current Practice

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Rita Lemos

on 21 May 2015

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Transcript of Influence of attachment Theories on current Practice

Attachment and Bonding
Why we chose the topic - Positive Relationships

Theory of attachment
John Bowlby
Mary Ainsworth
Rudolph Schaffer and Peggy Emerson
Harry Harlow

Possible Modifications
Roles in Childcare Rooms.
Time consuming elements - i.e. paperwork.
Staff Ratios and Bank Staff.
Parental Education
Observations in Practice - Nursery 1 (Rita)
Key Person/Buddy Person System
Parental Communication
Group Work
Comfort Policies
Influence of attachment Theories on current Practice
Overview of Presentation
1. Discussing and comparing nursery observations.

2. Explaining theory and policy.

3. Evaluating influences of theory on practice.

4. Reflect on possible modifications to practice.
Observations in Practice - Nursery 2 (Esther)
Comparison of Nurseries 1 and 2
John Bowlby
Harry Harlow
Linking theory to practice
Linking theory to practice
Linking theory to practice
"Attachment is a deep and enduring emotional bond that connects one person to another across time and space... attachment is characterized by specific behaviors in children, such as seeking proximity with the attachment figure when upset or threatened" (Bowlby, 1969).
"Attachments are the emotional bonds that are made between young children, their parents and other carers such as the Key Person. All of these important people have a special role to play in providing the right kind of environment for children where they will flourish".
The Principles into Practice, EYFS 2007
Pioneer of attachment theory.
In 1969, he published his first book on attachment theory - Attachment and Loss Vol. 1: Attachment.
Bowlby's work contributed to changes in services for children.
Attachment theory was convenient idea for post-war politicians (1940's).
Effective social outcomes.
Links to home and nursery.
Robertsons - Hospitalised children and separation
Harlow’s Monkeys (1959).
Vital in convincing people about the importance of emotional care in hospitals, children's homes and day care.
Disproved "cupboard theory” - emphasis on food and feeding.
Attachment and the need for affection was deeper than the need for food.
Caring vs. Boundaries.
Rudolph Schaffer &
Peggy Emerson
studied 60 babies at monthly intervals for the first 18 months of life.
Baby's attachments develop in sequences.
Study indicated that attachments were most likely to form with those who responded accurately to the baby's signals, not the person they spent most time with.
Practitioners focusing on when and how they respond to emotional needs.
Mary Ainsworth
Heavily influenced by Bowlby - pioneered his work to assess the strength of infants attachments to adults, mainly their mothers.
Devised a test involving a series of short events - security of attachments.
Linking theory to practice
Key Person System.
Settling approach.
Attachment Security.
Key Person/Buddy Person System - Individual Targets and Goals
Relationships with Parents
Different types of attachments seen
Buddy Key Systems
Care plans and observations
Comforters and Contact
Parental Involvement
Theory has had a positive impact and influence on Early Years Education.
Attachment issues can never be fully addressed.
Ainsworth, M. D. S. (1973). The development of infant-mother attachment. In B. Cardwell & H. Ricciuti (Eds.), Review of child development research (Vol. 3, pp. 1-94) Chicago: University of Chicago Press.

Bowlby J. (1969). Attachment. Attachment and loss: Vol. 1. Loss. New York: Basic Books.

Harlow, H. F. & Zimmermann, R. R. (1958). The development of affective responsiveness in infant monkeys. Proceedings of the American Philosophical Society, 102,501 -509.

Principles into Practice cards (2007) Available at: http://webarchive.nationalarchives.gov.uk/20130401151715/https:/www.education.gov.uk/publications/eOrderingDownload/DCSF-00012-2007.pdf. Accessed: 22/04/15.

Schaffer, H. R., & Emerson, P. E. (1964). The development of social attachments in infancy. Monographs of the Society for Research in Child Development, 1-77.
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