The First Attachment Process a Child Develop - Case Study Example

Attachment in Children through Early Age [Institute] Introduction A child goes through many levels of developments mentally and physically before he/she becomes a grown up. This requires certain level of attachment within the present time with people, things and places. The early years between the child and parenthood are the most important ones. Attachment within the child in recognizing their family and having a certain mental settlement to that fact is one of the first attachment process a child develop and continues to have that in all ages. Attachment of course is not permanent; there are limitations to how much a person wants to get attached. There can be problems in attachment where this process weakens. Beginning of Attachment A child at birth, belonging to a certain family is the start to a long lasting attachment. Giving birth through transferring genes biologically which then transferred certain traits from the parental side is how the life of a certain child is defined. The institution of family thus becomes the first attachment of an infant, and by the development of year’s preference through certain acts show the inclined attachment with certain individuals. (Raikes, 2006) The attachment in a new born child can be divided into particularly the first two years of growth. During the first three months, a child would be inclined to find attachments with anyone. This developmental phase of attachment shows how a child would go to anyone who provides care. They end up responding similarly to each individual and find their secure attachment with everyone. (Cherry, 2013) For the next four months, the child gets attached to certain people. Prioritizing for a secure attachment thus begins. As not completely developed, the child only distinguishes between a few people who are mostly present and some who are not. The child although accepts care given through any individual. The feeling of attachment triggers later after these months where the emotions then play a specific role in defining the attachment level of children. (McLeod, 2009) The maximum level of attachment then happens after seven months where a child becomes attached to a specific set of people. Emotions then describe how the child feels in terms of separation from a certain figure from the family, fear of meeting strangers and inclination towards a certain person. During this stage, the independence of attachment then starts to grow only for the people whom the child can feel find security and comfort. The stage after the nine months of age starts making the child much more independent between having multiple attachments with different individuals. (Cherry, 2013) Theories for Attachment Theories suggest two basic types of attachments in newborns, both are relevant to the certain basic traits of a child. The behaviorist theory of attachment suggests how a child’s primary motive is to survive and find someone who feeds. A mother then provides the necessary feed and the child feels attached to that figure, as the process goes on for almost a year, a child develops a strong level of attachment. (Bowlby, 2005) Evolutionary theory argues how child’s primary motive is to form attachment. By giving out social releasers, such as crying or smiling, it attracts certain people. This helps the child to grow attachment to the respondents. Hence, the food factor towards development of attachment is not necessary but the care and responsiveness is how the child filters out the attachment. (McLeod, 2009) Secure Attachments Having all the facts of how a child’s growth of attachment is derived particularly in the first two years. These attachments can be secured by providing a positive outlook for children. These practices only help in the right development of child enabling them to have a secure attachment. Disruptions are caused through a certain phase in attachment. This is due to the fact that children have an intense level of mental growth through the early years. As not all parts of attachment are mature, any certain experience with a certain person, place and through time can have a deep effect on the children or have no effect at all. That explains how a child can be at one moment being completely attached to one person and the next not go to them. (Bloom, 2010) To ensure these problems don’t occur measures are taken. This usually happens naturally within families as being closer to the child at all times secure attachment of the child. Attachment then is comprised of many traits a child requires. Being secure within a person’s surrounding and to be able to think logically within guidance is a requirement. A child also is learning through the young age, hence the parental figure is supposed to be the most important attachment one requires. Being able to cope with fear, distress, happiness, frustration, anger and all primary emotions, parents take an active role towards helping them go through it and only through their guidance they learn how to control it. Parental advice is applicable as the child feels attached and trusts them to come to rescue and provide solutions. (Cherry, 2013) The development of the consciousness then is enabled within the child when high levels of attachment are shown and practiced. When these processes go on for a longer time in a child life, children become mature towards making rational decisions. Experiences that filter out who to be more attached to is primarily related to the matters of trust and security. Parents provide both these along with other things. (Wolff, 1997) Conclusion A child will go through attachment phases all his/her life. While carrying out this process, a child goes through all the experiences towards having a direct impact in the state of mind. The decisions then follow show a level of attachment towards certain individuals. This attachment can either be reciprocal or not, it depends on the parent-child relationship. If right parenting is good towards providing the right direction for the child, any such problems can be avoided. As children instantly look for some guidance, it is necessary to ensure timely care and security is provided for the children to have them develop a sense of attachment. The institution of family is thus the quickest and easiest procedure through which a child learns as both parties are willing towards being careful for each other. The disruptions towards attachment can only go to a minimum within positive practices within the family. References: Bloom, S. L. 2010. Attachment & Disrupted Attachment. The Sanctuary Model. As accessed on 28.Feb.2014, from http://www.sanctuaryweb.com/attachment-disrupted.php Bowlby, J. 2005. A secure base: Clinical applications of attachment theory (Vol. 393). Taylor & Francis. Brown, A. M., & Whiteside, S. P. 2008. Relations among perceived parental rearing behaviors, attachment style, and worry in anxious children. Journal of Anxiety Disorders, 22(2), 263-272. Cherry, K. 2013. Attachment Theory. About.com Psychology. As accessed on 28.Feb.2014, from http://psychology.about.com/od/loveandattraction/a/attachment01.htm Main, M., & Hesse, E. 1990. Parents unresolved traumatic experiences are related to infant disorganized attachment status: Is frightened and/or frightening parental behavior the linking mechanism?. McLeod, S. 2009. Attachment Theory. - Simply Psychology. As accessed on 28.Feb.2014, from http://www.simplypsychology.org/attachment.html Raikes, H. A., & Thompson, R. A. 2006. Family emotional climate, attachment security and young childrens emotion knowledge in a high risk sample. British Journal of Developmental Psychology, 24(1), 89-104. Wolff, M. S., & Ijzendoorn, M. H. 1997. Sensitivity and attachment: A meta‐analysis on parental antecedents of infant attachment. Child development, 68(4), 571-591. Read More