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| title | chunk | source | category | tags | date_saved | instance |
|---|---|---|---|---|---|---|
| Attachment in children | 1/7 | https://en.wikipedia.org/wiki/Attachment_in_children | reference | science, encyclopedia | 2026-05-05T15:31:29.069516+00:00 | kb-cron |
Attachment in children is "a biological instinct in which proximity to an attachment figure is sought when the child senses or perceives threat or discomfort. Attachment behaviour anticipates a response by the attachment figure which will remove threat or discomfort". Attachment also describes the function of availability, which is the degree to which the authoritative figure is responsive to the child's needs and shares communication with them. Childhood attachment can define characteristics that will shape the child's sense of self, their forms of emotion-regulation, and how they carry out relationships with others. Attachment is found in all mammals to some degree, especially primates. Attachment theory has led to a new understanding of child development. Children develop different patterns of attachment based on experiences and interactions with their caregivers at a young age. Four different attachment classifications have been identified in children: secure attachment, anxious-ambivalent attachment, anxious-avoidant attachment, and disorganized attachment. Attachment theory has become the dominant theory used today in the study of infant and toddler behavior and in the fields of infant mental health, treatment of children, and related fields.
== Attachment theory and children ==
Attachment theory (developed by the psychoanalyst Bowlby 1969, 1973, 1980) is rooted in post-World War Two notions of the traditional female-male division of labour in Westernized nuclear families and the ethological notion that a newborn child is biologically programmed to seek proximity with caregivers, and this proximity-seeking behavior evolved in the Stone Age. Through repeated attempts to seek physical and emotional closeness with a caregiver and the responses the child gets, the child is hypothesised to develop an internal working model (IWM) that reflects the response of the caregiver to the child. According to Bowlby, attachment provides a secure base from which the child can explore the environment, a haven of safety to which the child can return when he or she is afraid or fearful. Bowlby's colleague Mary Ainsworth identified that an important factor which determines whether a child will have a secure or insecure attachment is the degree of sensitivity shown by their caregiver: The theory interprets a sensitive caregiver as someone who responds socially to attempts to initiate social interaction, playfully to his or her attempts to initiate play. The caregiver picks the child up when s/he seems to wish it, and puts them down when s/he wants to explore. When s/he is distressed, the sensitive caregiver knows what kinds and degree of soothing the child requires to be comforted – and knows that sometimes a few words or a distraction will be all that is needed. On the other hand, the caregiver who responds 'insensitively' tries to socialize with the baby when s/he is hungry, play with her or him when tired, or offer food when s/he is trying to initiate social interaction. However, it should be recognized that "even sensitive caregivers get it right only about 50 percent of the time. Their communications are either out of synch, or mismatched. There are times when parents feel tired or distracted. The telephone rings or there is breakfast to prepare. In other words, attuned interactions rupture quite frequently. But the hallmark of a sensitive caregiver is that the ruptures are managed and repaired."
== Attachment classification in children: the Strange Situation Protocol ==
The most common and empirically supported method for assessing attachment in infants (12 months – 20 months) is the Strange Situation Protocol, developed by Mary Ainsworth as a result of her careful in-depth observations of infants with their mothers in Uganda(see below). The Strange Situation Protocol is a research, not a diagnostic, tool and the resulting attachment classifications are not 'clinical diagnoses.' While the procedure may be used to supplement clinical impressions, the resulting classifications should not be confused with the clinically diagnosed 'Reactive Attachment Disorder (RAD).' The clinical concept of RAD differs in a number of fundamental ways from the theory and research driven attachment classifications based on the Strange Situation Procedure. The idea that insecure attachments are synonymous with RAD is, in fact, not accurate and leads to ambiguity when formally discussing attachment theory as it has evolved in the research literature. This is not to suggest that the concept of RAD is without merit, but rather that the clinical and research conceptualizations of insecure attachment and attachment disorder are not synonymous. The 'Strange Situation' is a laboratory procedure used to assess infant patterns of attachment to their caregiver. In the procedure, the mother and infant are placed in an unfamiliar playroom equipped with toys while a researcher observes/records the procedure through a one-way mirror. The procedure consists of eight sequential episodes in which the child experiences both separation from and reunion with the mother as well as the presence of an unfamiliar stranger. The protocol is conducted in the following format unless modifications are otherwise noted by a particular researcher: