John Bowlbys Theory of Attachment - Essay Example

John Bowlby’s Theory of Attachment Introduction It is a commonly seen occurrence for infants to cling to their mothers especially in instances when he encounters strangers. It is as if the baby finds comfort in his mother’s presence in a situation which is new and will otherwise be extremely uncomfortable for him. Also, people often find infants and toddlers crying when they are separated from their parents or those that take care of them. These traits may be most evident during infancy and toddlerhood but traces of such behaviour may also be exhibited by some adults. For instance, in social gatherings or functions, most adults tend to stay with people they know most especially during the initial moments of the gathering. Being around people they do not know makes most adults uneasy and they tend to seek comfort by staying in the company of those they know. Although adults may later on interact with others in the said social gathering, their initial tendency is to stick to people they know especially when they are in new and uncomfortable situations. This behaviour can be explained by the theory in psychoanalysis known as the theory of attachment. Attachment is defined as, “A reciprocal, enduring tie between an infant and a caregiver, each of whom contributes to the quality of a relationship” (Papalia et al, 1998, p. 213). The said theory was first developed and explored by a British psychoanalyst by the name of John Bowlby. Later significant findings and developments to the said theory were developed by Bowlby’s colleague, Mary Ainsworth. Their ideas and principles are the products of a multidisciplinary stance wherein psychoanalysis is integrated with elements of ethology, socio-biology, psychobiology, the cybernetic theory of control systems, and a modern structural approach to cognitive development. The attachment theory may be sued to explain several of human actions and behavioural patterns given certain situations. Once of the areas where the attachment theory may be used is in the study of human learning particularly in the early stages. It is in school where toddlers and kids get their chance to interact and socialize with others. Moreover, the school is the primary vehicle through which people get to expand their horizons especially during their early years. Most important of all, when the child first enters school, this is the first instance wherein the child may experience separation from his parents. It is for this very reason that Bowlby’s theory of attachment is often studied in relation to the school and educational setting. In this paper, a discussion of the various ideas and principles embedded in John Bowlby’s theory of attachment as well as in the succeeding developments and advances made to it will be undertaken. Furthermore, this paper will attempt to discuss the attachment theory in the context of early childhood specifically with regards to the educational setting. The primary purpose of this discussion will be to explain and summarize John Bowlby’s theory of attachment and to identify and pinpoint the said theory’s significance in early childhood development particularly with regards to one’s educational development. John Bowlby’s Theory of Attachment In coming up with his theory of attachment, John Bowlby began his work in an attempt to understand and explain why infants experienced an intense amount of distress when they were separated from their parents. In his study, Bowlby observed that infants who had been separated from a parent would do certain and noticeable acts in order to prevent being separated from a parent or to re-establish proximity with a missing parent. These acts include crying, clinging, and/or frantically searching. Also, Bowlby characterized attachment as a, “…lasting psychological connectedness between human beings" (Bowlby, 1969, p. 194). Bowlby's work is the result of his effort to preserve some of the ideas of Sigmund Freud regarding relationships and early experiences. Freud asserted that the way an infant behaves was organized around managing ever-growing instinctual drives. When such drives reach high levels, these can be harmful. This is where the mother plays a vital role. She is vital as an object through which the drives can be reduced. Although Freud believed that it was drive that led the infant to be attached to the mother, this was very significant in Bowlby's formulation of his own theory. He altered such assertion by stating that it was "need" that served as the dynamic in the infant-mother attachment. The usual need of the infant for the mother was food as stated in Freud's cupboard love theory. Also, Bowlby's work was greatly influenced by Freud's idea that how an infant forms his attachment to his mother serves as the basis of his future relationships once he reaches adulthood. (Gross, 2001) What differentiated Bowlby’s work from those of other psychoanalytic writers of his time was the fact that all others asserted that the separated infants’ actions were demonstrations of immature defence mechanisms that were working to repress emotional pain. On the other hand, Bowlby perceived that such actions or expressions were commonly seen in various mammals. From such an observation, Bowlby went on to hypothesize that such behaviours may serve certain evolutionary functions. Also, Bowlby’s work was distinct from other theoretical approaches for several reasons. For one, Bowlby asserted that attachment behaviour was deemed to belong to a behavioural system and not in terms of a particular discrete behaviour. (Bowlby) As previously mentioned, the theory of attachment is an integration of various areas or fields of science. This is made evident by the discussion above which shows how the theory of attachment involves evolution as well. Furthermore, Bowlby utilized the ethological theory in order to come up with his assertions. Based on such theory, Bowlby claimed that the aforementioned attachment behaviours such as crying and clinging were adaptive responses to separation from or with a primary attachment figure. Bowlby identified a primary attachment figure as someone who provides support, protection, and care. An integral concept in Bowlby’s theory is that of the attachment behavioural system. According to Bowlby, the attachment behavioural system which is basically a motivational-control system was gradually “designed” by natural selection to regulate proximity to an attachment figure. Such concept is very important since it provides the conceptual linkage between ethological models of human development and modern theories on emotion regulation and personality. Basically, the attachment system works in such a way that it comes up with the critical question: Is the attachment figure nearby, accessible, and attentive? If the child’s response to this question is in the affirmative, he then feels safe, loved, secure, and confident. Moreover, the child is more likely to play with his peers and explore his environment. On the other hand, if the child’s answer to the said question is in the negative, he feels anxious and is more likely to demonstrate the aforementioned attachment behaviours. The child will continue to act in such a manner until such time that he is able to re-establish a desirable level of physical or psychological proximity to the attachment. In cases wherein there in a prolonged separation or loss of attachment, the child will ultimately reach a point wherein he will stop exhibiting attachment behaviours because he is worn down. In cases such as these, Bowlby believes that the child will experience despair and depression. Bowlby identified four major characteristics of attachment. These are the following: 1. Proximity Maintenance – The desire to be near the people we are attached to. 2. Safe Haven – Returning to the attachment figure for comfort and safety in the face of a fear or threat. 3. Secure Base – The attachment figure acts as a base of security from which the child can explore the surrounding environment. 4. Separation Distress – Anxiety that occurs in the absence of the attachment figure (Wagner). Upon laying down the basic tenements of the attachment behavioural system, Bowlby noted that individual differences still exist particularly in the manner by which a child evaluates the accessibility of the attachment figure and how they react to the nearness or farness of the said figure. However, Bowlby failed to conduct further research into what he had recognized. Further developments into the area were made primarily by his colleague, Mary Ainsworth. However, Bowlby's theory found support from the work of H. Harlow on rhesus monkeys, one of the primate species most closely related to humans. In his experiment, Harlow separated newborn monkey from mother and raised them in cages. The monkeys were then given baby blankets to which they became attached. What Harlow's experiment showed was that monkey attachment to the blanket and the behaviour demonstrated was comparable to that of a infant (Gross, 2001). Mary Ainsworth’s Contributions to the Attachment Theory It is through Mary Ainsworth’s work that the individual differences between children in terms of attachment behaviour were better understood. Through her development of the widely-known assessment method, the strange situation, Ainsworth was able to distinguish certain classifications of children based on their attachment behaviour patterns. The Strange Situation is made up of a sequence of eight episodes, which take less than half an hour. In the said span of time, the mother leaves the baby twice, in an unfamiliar room. The first time the mother does so, the child is left with a stranger. On the second instance, the mother and the stranger leave the baby alone and the stranger comes back before the mother does. The child’s reactions when the mother leaves and returns is the primary basis of findings regarding attachment (Ainsworth, et al, 1978). Using the Strange Situation, Ainsworth and her colleagues were able to determine three main patterns of attachment. Basically children will have one of the following attachment patterns, secure, avoidant, or anxious-resistant. Children with secure attachment cry or protest when the mother leaves but gladly greets her upon her return. The mother in this case is seen as the secure base. The child leaves her to go off and explore his environment but comes back occasionally to receive reassurance from her. Children with an avoidant attachment pattern rarely cry when the mother leaves and avoid her upon her return. These children do not seek out their mothers even in time of need. The last of the three, the anxious-resistant pattern is characterized by the children who are ill-at-ease initially, and, upon separation, become extremely distressed. When reunited with their parents, these children have a difficult time being soothed, and often exhibit conflicting behaviours that suggest they want to be comforted, but that they also want to "punish" the parent for leaving. Various studies have pinpointed that the security of a child’s attachment greatly affects the various facets of a child’s development. Moreover, the more secure a child’s attachment to a nurturing adult, the more likely that it will be easier for the child to eventually become independent of the attachment figure and to eventually develop good relationships with others. It is for this reason that one can see how the attachment theory may play a significant role in the educational development particularly in the early childhood stage. Attachment Theory in the Early Childhood Educational Setting “The relationship between attachment in infancy and characteristics observed years later underscores the continuity of development and the interrelationship of various aspects of development” (Papalia et al, 1998, p. 216). From such statement, one can see that the attachment patterns that were developed during infancy can affect the development of later behaviours and characteristics of an individual. For instance, various studies have shown that from ages 3 to 5, children who are securely attached were found to be more curious, competent, emphatic, resilient, and self-confident. Also, children who, as infants, were able to form secure attachments to their attachment figure, were deemed to be more likely to form close friendships with their peers. Since socializing for children occurs primarily in the school setting, such findings are significant when analysing the behaviour and the exhibited characteristics of pupils in the classroom. Moreover, since parents are the most common attachment figures that children have, it is vital to know and understand the relationship that the children have with their parents. What this means is that parents must be involved in the educational development of their children in order to facilitate better learning and the better development of the children’s personality. Identifying whether a child formed a secure or insecure attachment during infancy will help the educator develop ways to approach the development of the child. Those that are more secure may be left to be more independent since they are more stable. On the other hand, those who have been observed to have less secure attachment to their parents should be given more attention since they are deemed to be more dependent. The attachment theory helps explain the development of various behaviour or personality traits in early childhood. With a clear understanding of the theory of attachment, an educator will be able to determine better what a child needs. Also, the role of the parents in the child’s educational development becomes more critical when attachment theory comes into play. Lastly, how the child interacts with his teachers and his peers is clearly indicative of the attachment he formed earlier in his life and it can only be better understood with an understanding of the attachment theory. Bibliography Ainsworth, M., S., Blehar, M. C., Waters, E., & Wall, 5. (1978). Patterns of attachment: psychological study of the Strange Situation. Hillsdale, NJ: Erlbaum. Ainsworth, M. D. S., & Bowlby, J. (1991), “An ethological approach to personality development.” American Psychologist, 46, 331-341. Bowlby, J. (1969), Attachment and loss, Vol. 1: Attachment. New York: Basic Books. Bowlby, J. (1973). Attachment and loss, Vol. 2: Separation. New York: Basic Books. Bowlby, J. (I980). Attachment and loss, Vol. 3: Loss, sadness and depression. New York: Basic Books. Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books. Gross, R. (2001). Psychology: The science of mind and behaviour, 4th ed. Hodder Arnold: London. Papalia, D, Wendkos-Olds, S, & Duskin Feldman, R. (1998). Human Development, 8th ed. Mc Graw Hill: New York. Wagner, K. John Bowlby – Attachment theory. [Online] About.com. 2 April 2006, available from: . Read More