Attachment Theory: Term Definition

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Table of Contents

Significance of Attachment theory
Conclusion
References

Attachment theory has become one of the most important conceptual schemes for understanding the early socio-emotional development of children. It has also become one of the most powerful models guiding parent-infant relationships in key areas such as daycare, child welfare, head start programs, hospitals, schools, and parenting programs. Attachment theory is a joint work of John Bowlby and Mary Ainsworth (Ainsworth & Bowlby, 1991). Bowlby revolutionized our thinking about an infant’s tie to the mother and its disruption through separation, deprivation and bereavement. Later, Ainsworth made it possible to test some of the Bowlby hypothesis and expanded the theory. She also expounded the concept of the attachment figure as a secure base from which the child can explore the world. In addition, she invented the concept of maternal sensitivity to child signals and its role in development of child-mother attachment patterns. Bowlby proposed that a two month-old attachment is made up of a number of component instinctual responses that have the function of binding the infant to the mother and the mother to the infant. These component responses such as sucking, clinging and crying mature independently during the first year of life and become increasing integrated and focused on a mother figure during the second 6 months (Bell & Ainsworth, 1972). He suggested that clinging was more important for attachment than sucking and crying.

Significance of Attachment theory

Attachment theory is believed to play a key role in child development and it has therefore been incorporated into programs dealing with parent-child relationships. The role of attachment theory in guiding programs for parents is evident in the many references (Rycus & Hughes, 1998). Although there are a number of cultural differences in parenting that could be explored, there are three core patterns that are identifiable which have a bearing on attachment theory. First, parenting that is very involved and intensive in meeting infant needs also called hypersensitive parenting. Second, parenting that is less intensive in meeting infant’s (shared parenting) and thirdly, the involvement of multiple caregivers in a significant role in caring for the infant or shared parenting. One of the cornerstones of attachment theory is the emphasis on the mother’s ability to be sensitive to her infant’s signals or cues and responsive to the infants needs. Attachment of parent-child begins in infancy and lasts throughout a lifetime. When a baby is born it immediately needs a person to take care of him. The person who takes this responsibility maybe the parents, nanny or sibling and a special bond is formed between them. According to Bowlby and Ainsworth, the primary caregiver is the most probable person who shapes the character and personality of the child. In most cases the immediate care giver is the mother and strong bonds usually crops after birth. It is recommended that the two should have time together after birth for the bond to be established naturally. However the presence of too many individuals immediately after birth can affect the relationship of the parent and infant. Although the mother and the children have had a relationship for nine months, early contact is highly recommended in forming lifetime bonds. It has also been suggested that children whose mothers offer five hours extra time have higher IQ than their counterparts. On the other hand, fathers need to establish bond to their children after birth. It has been established that, fathers ought to attend child delivery and assist in holding the baby incase the mother cannot hold. As a result, such fathers have significantly stronger bond attachment. The father-child and mother-child relationship is quite different. Mothers are soothing, affectionate and nurturing whereas father’s interaction is more of a play. The parent-child attachment is crucial in the child’s personality. Usually, babies are programmed in birth to adapt in social life around them. Since they learn a lot through their caregivers, it is expected that the caregivers will definitely influence their personality.

Criticisms of attachment theory Nature and nurture assumptions J. Harris is one of the main critics of Bowlby’s attachment theory. According to his finding, Harris believes that the parents do not shape their children’s personality or character. The child personality is shaped by peers (Harris, 1998). Parents pass their genes (nature) to children and nurture is how the child is brought up. For instance, two brothers brought up in the same house may have totally different personality. It has been observed that, no matter how much the parents may try to raise their children; they will still have different behaviors. Most children personality comes from the gene and not their parents nurturing. Identical twins if separated during birth are likely to have same habits, hobbies and styles after ten years than twins living in the same home. Attachment theory is limited by the concept of its scope. It only deals with the primary attachment figure that involves the mother. In reality, children have other forms of attachment to other persons rather than their parents though they do not show these attachments. The attachment theory only describes obvious behavior and ignores the physiological changes that occur during the life of a child.

Conclusion

Having reviewed the basic ideas of attachment theory, I agree with Harris that parents should not be totally blamed when their children develop aberrant behavior. Children rely on their peers in the shaping of their characters and personality. In addition, attachment theory does not consider attachment that occurs during adolescent, adulthood as well as in later stages of life (Harris, 1998).

References

Ainsworth, M. D. S. & Bowlby, J. (1991). An ethological approach to personality development. American Psychologist, 46, 331-341.
Bell, S. M, & Ainsworth, M. D. S. (1972). Infant crying and maternal responsiveness. Child Development, 43, 1171-1190.
Harris, J. R. (1998). The nurture assumption: Why children turn out the way they do. New York: Free Press.

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Attachment Theory: Term Definition

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