Attachment Theory and Cognitive Theory on Childrens Behaviour - Literature review Example

Analytical comparison of Attachment Theory and Cognitive Theory on children’s behaviour Introduction Understanding children’s behaviour is essential in formulating policies and strategies that promote effectiveness in the inculcation of desired behaviour in children. Theories advanced from various growth and development studies suggest that different factors contribute to the development of particular behaviour in children both during the early stages of growth and later in their lives (Bronfenbrener & Anderson 1979, p. 46). Such factors may be related to the child’s immediate environment during the early stages of growth, emotional attachments to the child’s care givers, social relations with friends and peers, and factors related to the child’s cognition. Over time, the knowledge of the factors influencing behaviour has enabled policymakers to formulate policies and programs that promote better development of children’s behaviour in different sectors. This paper seeks to examine both the Attachment Theory and Cognitive Theory with the aim of relating the theories to children’s behaviour. Description of Attachment Theory and Cognitive Theory The attachment theory asserts that children begin to develop psychological attachment to the first people they relate with, and knowledge acquired through such attachments influences their behavioural development (Inge 1992, p. 38). As such, the theory affirms that a positive parent-child relationship during the early stages of child growth and development is essential, since it influences the future behaviour of the child in later stages of life. The nature of the relationship between the child and the care giver during the early stages of growth determines the nature of the child’s character, personality, and behaviour in later years (Inge 1992, p. 38). According to the attachment theory, a warm, affectionate and loving relationship between the child and the care giver promotes the development of a confident, loving, and socially-adaptive personality in the child. On the other hand, a violent, emotionally cold, and unloving relationship between a child and the care giver leads to the development of a socially-difficult personality in the individual, and such children have difficulties maintaining harmonious interpersonal relations with other people in their lives (Inge 1992, p. 38). Cognitive theory associates behaviour with the mental processes, asserting that people make choices according to how they perceive and understand different situations in their lives (Doherty & Hughes 2009, p.39). Cognitive theory advances that human behaviour is not solely based on reflex, or cause and effect, but people make conscious and logical choices to undertake particular actions depending on their understanding of the situations. As such, the theory argues that people do not act merely for the need to react to scenarios in their immediate environments, but rather they act to respond to their mental and psychological processes which term their actions as logical and necessary (Dowling 2009, p.121). The exposure of children to environments with different experiences influences their behavioural development, since such exposure requires the children to behave differently in different situations (Chesnay & Anderson 2011, p.3). Analysis in relation to current policies, strategies, and legislations Attachment theory Different policies, strategies, and legislation have been formulated and adopted in programs aimed at promoting proper children growth and development, particularly in relation to children’s behaviour. Understanding of the influence of the attachment theory and cognitive theory in children’s behaviour has led to the formulation of Every Child Matters, an arrangement that seeks to ensure that all children are considered in the services provided by statutory, voluntary, or private providers (Gargiulo 2010, p.43). Children with avoidant attachment characteristics are largely antisocial and independent in most of their activities, and even in learning environments, teachers may experience difficulties pairing such children with others for group discussions or team projects (OBrian 1998, p.23). Through the Every Child Matters framework, however, even such children are included in different programs, and teachers are encouraged to facilitate their active participation in various activities to influence their behavioural characteristics. Such participation would not only improve the children’s understanding of theoretical concepts under the curriculum, but also encourage them to apply such concepts in practical arguments, thus improving their decision-making and overall behaviour in life (Strauss 2000, p. 122). The attachment theory supports the cognitive theory in encouraging teachers to develop warm and positive relations with children, which would allow the emulation of positive behaviour, development of confidence among the children, and the feeling of security and reassurance (Papatheodorou 2005, p.75). Similarly, such relationships would enable children to develop harmonious relations among themselves and with other people in their later stages of development, thus improving their social lives and interpersonal relations. In this regard, the national curriculum White Paper was formulated to enable teachers to promote development of desirable behaviour in children. The emulation of desirable behaviour from the teachers would promote development of socially-acceptable traits like honesty and prudence, and reduce undesirable traits like aggression (Lee 2011, p.30). Some children portray characteristics of a secure attachment to their caregivers, in which case they tend to be distressed when separated from the care givers but calm, peaceful, and even explorative in the care givers’ presence. On the other hand, children portraying characteristics of avoidant attachment tend to avoid their parents and care givers, and they do not exhibit any differences in the attention they give to care givers or parents, and the attention they give to strangers. Such children tend to avoid interpersonal relations in future, and they have difficulties interacting with other people during communal functions like group works, discussions, forums, and teamwork (Arnold 2010, p. 125). The attachment theory is relevant in the explanation of human behaviour, and like the cognitive theory, it is effective in describing the various behavioural characteristics observed in children resulting from experiences in their earlier stages of development. Having been conducted by more than one researcher over the years and with its results and findings being used by different scholars around the world to explain behavioural development, the validity of the theory is strengthened (Inge 1992, p. 110). This makes the attachment theory a valid tool of analyzing and explaining behaviour in children based on their early relations with parents and care givers. The theory asserts that children learn from the behaviour and practices of the most influential people in their lives during the early stages, leading to behavioural traits like confidence or aggression which in turn affects interactions in the children’s lives (Sousa 2011, p.101). Knowledge of the different ways in which children react to strangers, and to other people in their lives, care givers to develop strategies that increase the effectiveness of the children’s behaviour. Through Every Child Matters policies, children are empowered to engage in diverse activities, and these entail different experiences which enhance behaviour. In addition, teachers are able to promote the modification of behaviour in children with the aim of increasing goal achievement and participation in diverse activities in the lives of the children (Ayers, Clarke, & Murry 2000, p.60). For instance, children with avoidant attachments are encouraged to work with other children through group work and joint projects, and they are encouraged to participate in activities requiring collective contributions. This improves their interpersonal relations with other people in the society, leading to desirable behaviour and better social interactions (Ayers, Clarke, & Murry 2000, p.61). Cognitive theory The cognitive theory associates behaviour with cognitive processes in the mind of the individual which follows logical reasoning. Unlike the attachment theory which relates behaviour to individual personality and character, the cognitive theory asserts that children have the ability to improve their knowledge and change behaviour based on the experiences they go through in their lives, and every stage of development is associated with particular experiences (Wellman, Michigan, & Gelman 1992, p.337). Developed by Piaget, the cognitive theory seeks to dissociate behaviour from reflexes and reactions by people to certain occurrences, and to affirm that people behave the way they do due to mental and psychological processes guiding their actions (Roffey 2011, p. 48). ‘The Importance of Teaching’ white paper adopted in the national curriculum encourages teachers to reduce the amount of materials and guidance offered to schools, thus enabling schools to use their own judgment in promoting behaviour in children (Porter 2003, p.14). As such, the policy encourages teachers to understand the factors that influence behaviour in children to be able to choose programs that would have the most significant effects on the development of desirable behaviour in children. Although the perception of teachers concerning children’s behaviour influences their choice of teaching methods and materials (Tillery, Varjas, Meyers, & Collins 2010, p.86), the white paper encourages the exposure of children to positive experiences in schools, since such would influence children’s behaviour positively. Similarly, the Social and Emotional Aspects of Learning (SEAL) seeks to enhance the development of children’s behaviour by promoting favourable environments in schools (Roffey 2011, p.28). SEAL promotes behaviour and different cognitive skills in children by promoting the creation of ethos in schools in which such skills can develop. Since the theory asserts that exposure to different experiences improves behaviour and the different cognitive skills possessed by children, teachers are urged to provide environments that encourage children to explore diverse situations and gain extensive experiences in different areas, thus developing desirable behaviour (Dignath & Buettner 2008, p.101). The cognitive theory is relevant in explaining behaviour in children following their exposure to different experiences, similar to the attachment theory which attributes children’s behavioural traits to experiences in their early lives. Scholars and other researchers supporting the cognitive theory argue that children associate different mental reactions to particularly situations, and that every new challenge presents the brain with a chance to transfer previously learnt knowledge in its solution (Strauss 2000, p.28). The human mind processes the information from such experiences in solving subsequent challenges, and this promotes behaviour in children. The cognitive theory advances that children are able to associate particular feelings to experiences in their lives, and to associate such feelings with specific actions that would help them to adjust to the experiences (Bray & Kehle 2011, p.743). In relation to the attachment theory, the assertion is similar to the claims that children’s behaviour is dependent on the relationship the child had with the parents or caregiver, and that such experiences influence the way children relate with others, including teachers. In addition, the cognitive theory posits that new experiences in the life of a child stimulate thought processes in a bid to react to the experiences, and such could improve the child behaviour (Kearney & Albano 2007, p.41). Care givers should strive to promote positive and constructive experiences in the lives of children in a bid to enhance their behaviour (Pitt & Rose 2007, p.327). Comparison of Cognitive and attachment theory in relation to the current policies A considerable number of ways exist in which society through both the government and school policies approach and handle the issue of behaviour in children. Children are protected from developing antisocial behaviour through ASBO. Such an order entails negative prohibitions and to obtain it, a two-stage test ought to be fulfilled by the applicant authority. The first stage is that the defendant has committed an act causing distress or alarm, and harassment within a period of six months of the date of issue of the summons. Secondly, this order has to be justified as necessary in protecting children from further behaviour that are anti-social (Dignath & Buettner 2008, p. 234). Schools are recently faced with behaviour challenge. This poses a challenge on the schools as main agencies of developing cognitive processes in children. Through the white paper on pupil guarantee, every child is expected to attend schools that have strong discipline, order and safety, and good behaviour, to promote the development of cognitive skills and promote attachment between them and their teachers. This further ensures parent guarantee in the fulfilment of their responsibility of instilling desired behaviour in children (Dignath & Buettner 2008, p. 230). This enhances the development of strong attachment between the parents and their children. Besides, schools are strongly advised by the government to develop a strategy towards ensuring positive behaviour in their children. Under this policy, schools are obligated to assist children build desired elements of self-discipline through fostering respect to others (William 2009, p.68). This policy further mandates schools to impose sanctions in order to prevent undesired behaviour in children. Thus, it is mandatory under this policy that each and every school must have a behaviour policy which should be regularly reviewed and made public to children, parents, and teachers. Schools are empowered to exclude pupils on the basis of dangerous or persistent behaviour. According to (William 2009, p.68), behaviour policies include a code of conduct for children which can apply before and after school as well as during normal school days. Such a code of conduct outlines what is expected of children with regard to their behaviour both within and outside the school (William 2009, p.68). SEAL ( Social and emotional aspects of learning) which a voluntary national programme that is designed to develop emotional and social skills of all children by using a whole-school approach to establish a conducive environment to promote skills and allow them to be directly practiced, consolidated and focused on teaching and learning opportunities for whole classes, across the curriculum and outside formal lessons utilizing teaching and learning approaches that maintain children to learn emotional and social skills continuing professional development for the entire staff (Strauss 2000, p. 78). Such desired emotional and social skills aid in the formation of attachment and development of cognitive skills that assist children to embrace teamwork, make friendships, deal with conflicts, solve problems, manage strong feelings, be optimistic and calmer, recover from setbacks, exhibit fair competition, and develop respect for others rights and value diversity. Under SEAL framework, teachers are encouraged to promote positive behaviour through progressively developing the underpinning attitudes and skills. Teachers are also required to assist children to develop desired behaviour to enable them fit in the ever-changing society. For example, teachers are required to build strong attachment with children and at the same time aid them to develop their cognitive skills through monitoring and appropriately rewarding their behaviour. Therefore, teachers have an obligation to assist children identify that bullying others is wrong, and promote class attendance through making learning is more enjoyable and motivating children (O’Brian 1998, p.49). Children should also be assisted to overcome both emotional and social barriers towards learning and enable children to be more effective learners. It is necessary for teachers to contribute towards the outcomes of ECM and assist children to become responsible citizens. According to (William 2009, p.68), the family SEAL programme is mainly designed to ensure that there is a clear connection amid the support that parents provide towards their children during the development of emotional, social, and behavioural skills and school based duties. This policy emphasizes on sharing of ideas and collaboration, with respect and recognition for both the values and beliefs of the participants, while understanding that a child will need specific skills if he or she has to pace up with the complexity of the existing school social environment (William 2009, p.68). Evaluation of competing arguments The attachment theory asserts that behaviour is influenced by the relationship between the child and the parents and care givers in the early years of the child’s growth (Inge 1992, p. 109). This relationship determines how a child reacts to different situations in life, and may cause behavioural traits like aggression or confidence. As such, the attachment theory posits that kind of bond formed between the child and parents may influence the child’s interpersonal relations in the future, and determine the child’s behaviour (Kearney & Albano 2007, p. 169). The cognitive theory, on the other hand, associates behaviour to different experiences in the daily life of an individual, and argue that behaviour is influenced by logical decisions made by an individual. The theories hold that behaviour may be enhanced by the provision of environments which expose children to diverse experiences (Dignath & Buettner 2008, p.101). The limitations of the theories include the varying perceptions held by teachers regarding the causes and influences of children’s behaviour, since this influences the programs devised to enhance children’s behaviour. Conclusion The attachment theory and the cognitive theory hold that experiences in the early stages of a child’s growth influence the development of the child’s personality traits and behaviour. The attachment theory associates the relationship between a parent or caregiver and a child to development of different behavioural characteristics in the future, which relatively affects behaviour. The cognitive theory suggests that different experiences in the life of a child provide behavioural development opportunities for the child, since the mind processes information in relation to different occurrences. The knowledge of the factors influencing behaviour is essential for policymakers who formulate strategies, policies, and programs to enhance children’s behaviour. Such policies include Every Child Matters, SEAL, and the national curriculum white paper, aimed at providing children with favourable environments for the inculcation of desired behaviour. Reference List Arnold, C 2010, Understanding Schemas and Emotion in Early Childhood, SAGE Publications, London. Ayers, H, Clarke, D, & Murry, A 2000, Perspectives on behaviour. A practical guide to effective interventions for teachers, David Fulton Publishers, London. Ayers, S, Baum, A, & McManus, C 2007, Cambridge handbook of psychology, health and medicine, Cambridge University Press, Cambridge. Bray, M A, & Kehle, T J 2011, The Oxford handbook of school psychology, Oxford University Press, Oxford. Bronfenbrenner, U 1979, The ecology of human development: experiments by nature and design, SAGE Publications Ltd, London. Chesnay, M, & Anderson, B 2011, Caring for the vulnerable, Jones & Bartlett Publishers, London. Dignath, C, & Buettner, G 2008, How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes, Educational Research Review, vol. 3, no. 2, pp. 101-129. Doherty, J, & Hughes, M 2009, Child development theory and practice, Pearson Education Ltd, Harlow. Dowling, M 2009, Young childrens personal, social and emotional development, SAGE Publications Ltd, London. Gargiulo, R 2010, Special education in contemporary society, Sage, London. Inge, B 1992, The origins of attachment theory: John Bowlby and Mary Ainsworth, Developmental Psychology , vol. 28, no. 5, pp. 759-775. Kearney, C A, & Albano, A M 2007, When children refuse school: a cognitive-behavioural therapy approach: therapist guide, Oxford University Press, Oxford. Lee, C 2011, The complete guide to behaviour, Sage, London. OBrian, T 1998, Promoting positive behaviour, David Fulton, London. Papatheodorou, T 2005, Behaviour problems in the early years. A guide for understanding and support, RoutledgeFalmer, Oxon. Pitt, A, & Rose, C 2007, The significance of emotions in teaching and learning: on making emotional significance. International Journal of Leadership in Education, vol. 10, no. 4, pp. 327–337. Porter, L 2003, Young childrens behaviour. Practical approaches for caregivers and teachers, Paul Chapman Publishing, London. Roffey, S 2011, Changing behaviour in schools, Sage, London. Sousa, A 2011, Freudian Theory and Consciousness: A Conceptual Analysis, Mens Sana Monographs , vol. 9, no. 1, pp. 201-217. Strauss, S 2000, Theories of Cognitive Development and Learning and their Implications for Curriculum Development and Teaching, Routledge International Companion to Education, pp. 28-50. Tillery, A D, Varjas, K, Meyers, J, & Collins, A 2010, General Education Teachers Perceptions of Behaviour Management and Intervention Strategies, Journal of Positive Behaviour Interventions , vol. 12, no. 2, pp. 86-102. Wellman, H, Michigan, U, & Gelman, U 1992, Cognitive development: Foundational theories of core domains, Annual Review of Psychology, vol. 43, pp. 337-375. William, L, 2009, School regulation policies: A comparative Analysis, Sage, London. Read More