Attachment emphasizes that “in early development, the emotional

can be defined as the emotional connection that naturally is created amongst
the child and the caregiver by which the child can get their primary needs met.

Attachment emphasizes that “in early development, the emotional and physical
needs of a child and whether or not they are met in early development. Both John Bowlby the psychoanalyst
behind the theory, and his student Mary Ainsworth, emphasized the link between
an individual’s early experience with caregivers and the individual’s capacity
to form relationships, thereby influencing many aspects of later functioning” (Venta,
Shmueli-Goetz, Sharp, 2014).  “Children
develop a secure attachment—confidence that their caregiver is accessible and
helpful when needed—if their caregiver is reliably
available, effective at calming them, and supportive of their efforts at
exploration and independence” (Cooper, et al., 2013). Overall, it
is a mental theory regarding connections amid humans that a young child
requires with at least one primary caregiver in order for development to occur naturally.

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(Keller, 2013) Attachment is
essential to working in early childhood because it helps us as early childhood
educators to identify the areas, in which children need developing during the
most crucial years of their lives, find the root of the problem, and solve it
to ensure a healthy development in the future.

There are four categories that attachment is broken down into. To
begin, Insecure avoidant is described as a child who is in distress when the
caregiver leaves and does not acknowledge when they return. Second, insecure
ambivalent is when the child is upset when their caregiver leaves and is not
calmed by their reappearance. Third, disorganized secure is the child feeling
distressed when their caregiver leaves and is happy when they return. Finally,
disorganized insecure is no attaching behaviours at all and often seem uneasy
when they are with their caregiver. (Music, 2010)

a daycare setting, through the observation of child A, I noticed they displayed
characteristics of ambivalent attachment. In the morning I noticed the child
extremely happy with their parent and had that changed instantly and became
greatly distressed when their mother dropped them off and left them. The parent
explained to the child they need to leave and go to work and they will be back
soon. Following that interaction, the child immediately threw a tantrum and
attempted to grab onto their mother as they began to cry and scream. Throughout
the day, the child was able to calm down and get distracted by the teachers in
the room by reading stories, playing with Lego, and playing in the dramatic
center with a few other class mates. As other teachers entered the classroom to
help out and interact with the children, child A appeared to struggle with
becoming close to the teachers they did not know.  Finally, when child A’s mother returned there
were no evident signs of calmness and revealed feelings of anger towards the
parent. Additionally, the child continued what they were doing prior to their
mother’s arrival. The intervention I chose to put into place was to collaborate
with the primary caregivers to provide an encouraging setting for the child
paired with mood regulating activities that the child takes pleasure in such as
a sensory water table because child A enjoys to swim.

would support the parent by recommending attending workshops either in the
daycare center or in the area, in order to increase their familiarity of child
development, decrease maternal strain and develop parenting skills.  I have chosen this method because I believe it
is crucial for parents to understand that the child may be acting a certain way
due to what they are exposed to at home. Attending workshops may open their
eyes to what they may need improving on as a parent.









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