Module 4 - Part 3 - SED 2100

CENTRAL LUZON STATE UNIVERSITY
Science City of Muñoz, Nueva Ecija

MODULE 4
Social and Emotional
Development
Lalaine Ann F. Manuel
Faculty, College of Education
Bowlby’s Attachment Theory
• John Bowlby was another groundbreaking psychologist and
theorist in matters of development.
• He also crafted one of the earliest known child development

theories which still sees prominent use and citation today.
• In Bowlby’s Attachment Theory, he asserted that much of child

development is based on the innate need of children to form
attachments. These attachments may involve any number of
people, places, or things and ultimately have a substantial effect
on onward development patterns throughout life.
• Attachment theory plays a very important role in parenting, especially
Attachment Parenting. Secure attachment causes the parts of your baby's
brain responsible for social and emotional development, communication,
and relationships to grow and develop in the best way possible.
• Attachment is a deep and enduring emotional bond that connects one

person to another across time and space (Ainsworth, 1973; Bowlby,
1969).
• Attachment does not have to be reciprocal. One person may have an

attachment to an individual which is not shared.
• Attachment is characterized by specific behaviors in children, such as seeking
proximity to the attachment figure when upset or threatened (Bowlby, 1969).
• Attachment behavior in adults towards the child includes responding sensitively
and appropriately to the child’s needs. Such behavior appears universal across
cultures. Attachment theory explains how the parent-child relationship emerges
and influences subsequent development.
• Attachment theory in psychology originates with the seminal work of John Bowlby
(1958). In the 1930s John Bowlby worked as a psychiatrist in a Child
Guidance Clinic in London, where he treated many emotionally disturbed
children. This experience led Bowlby to consider the importance of the child’s
relationship with their mother in terms of their social, emotional and cognitive
development. Specifically, it shaped his belief about the link between early infant
separations with the mother and later maladjustment and led Bowlby to formulate
his attachment theory.
• Rudolph Schaffer and Peggy Emerson (1964) studied 60 babies at monthly
intervals for the first 18 months of life (this is known as a longitudinal study). The
children were all studied in their own home, and a regular pattern was identified in
the development of attachment.
• The babies were visited monthly for approximately one year, their interactions with
their caregivers were observed, and caregivers were interviewed. A diary was kept
by the mother to examine the evidence for the development of attachment. Three
measures were recorded:
• Stranger Anxiety - response to the arrival of a stranger.
• Separation Anxiety - distress level when separated from a caregiver, the
degree of comfort needed on return.
• Social Referencing - the degree a child looks at their caregiver to check how
they should respond to something new (secure base).
Asocial (0 - 6 weeks)
Very young infants are asocial in that many kinds of stimuli, both social and non-
social, produce a favorable reaction, such as a smile.
Indiscriminate Attachments (6 weeks to 7 months)

Infants indiscriminately enjoy human company, and most babies respond equally to
any caregiver. They get upset when an individual ceases to interact with them. From 3
months infants smile more at familiar faces and can be easily comfortable by a regular
caregiver.
Specific Attachment (7 - 9 months)
Special preference for a single attachment figure. The baby looks to particular people for
security, comfort, and protection. It shows fear of strangers (stranger fear) and unhappiness
when separated from a special person (separation anxiety). Some babies show stranger fear
and separation anxiety much more frequently and intensely than others, nevertheless, they are
seen as evidence that the baby has formed an attachment. This has usually developed by one
year of age.
Multiple Attachment (10 months and onwards)

The baby becomes increasingly independent and forms several attachments. By 18 months the
majority of infants have formed multiple attachments.
The results of the study indicated that attachments were most likely to form with those who
responded accurately to the baby's signals, not the person they spent more time with.
Schaffer and Emerson called this sensitive responsiveness.
Intensely attached infants had mothers who responded quickly to their demands and,
interacted with their child. Infants who were weakly attached had mothers who failed to interact.
Many of the babies had several attachments by ten months old, including
attachments to mothers, fathers, grandparents, siblings, and neighbors. The
mother was the main attachment figure for about half of the children at 18
months old and the father for most of the others.
The most important fact in forming attachments is not who feeds and
changes the child but who plays and communicates with him or her.
Therefore, responsiveness appeared to be the key to attachment.
Learning/Behaviorist Theory of Attachment
It suggests that attachment is a set of learned behaviors. The basis for the
learning of attachments is the provision of food. An infant will initially form an
attachment to whoever feeds it.
They learn to associate the feeder (usually the mother) with the comfort of
being fed and through the process of classical conditioning, come to find
contact with the mother comforting. They also find that certain behaviors (e.g.,
crying, smiling) bring desirable responses from others (e.g., attention, comfort),
and through the process of operant conditioning learn to repeat these
behaviors to get the things they want.
Evolutionary Theory of Attachment
It suggests that children come into the world biologically pre-programmed to form attachments
with others because this will help them to survive.
The infant produces innate ‘social releaser’ behaviors such as crying and smiling that
stimulate innate caregiving responses from adults. The determinant of attachment is not
food, but care and responsiveness.
Bowlby suggested that a child would initially form only one primary attachment
(monotropy) and that the attachment figure acted as a secure base for exploring the world.
The attachment relationship acts as a prototype for all future social relationships so disrupting it
can have severe consequences.
This theory also suggests that there is a critical period for developing an attachment (about
0 -5 years). If an attachment has not developed during this period, then the child will suffer
from irreversible developmental consequences, such as reduced intelligence and increased
aggression.
CENTRAL LUZON STATE UNIVERSITY
Science City of Muñoz, Nueva Ecija

Module 4 - Part 3 - SED 2100

Uploaded by

Copyright:

Available Formats

Module 4 - Part 3 - SED 2100

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module 4 - Part 3 - SED 2100

Uploaded by

Copyright:

Available Formats

CENTRAL LUZON STATE UNIVERSITY

Science City of Muñoz, Nueva Ecija

• He also crafted one of the earliest known child development

• In Bowlby’s Attachment Theory, he asserted that much of child

• Attachment is a deep and enduring emotional bond that connects one

• Attachment does not have to be reciprocal. One person may have an

Indiscriminate Attachments (6 weeks to 7 months)

Multiple Attachment (10 months and onwards)

You might also like