Significance of Positive Attachments in a Child's Social and Emotional Well-Being - Report Example

Significance of Positive Attachments in a Child's Social and Emotional Well-Being [Student's Name] (Subject) Date Abstract There exists a wealth of research findings supporting the interaction between children with their surroundings, especially parents and other close relations. The support for these interactions is based on findings from empirical data indicating that positive interactions between children and their upbringing environments directly impacts the former's character as they mature into adulthood. Even though each child has a distinct genetic make-up from the other, it is interactions with external environments that define and enhance genetic character traits in a child. A child's social and emotional development and well-being is therefore tied to the kind of interactions that the child experiences at various stages of growth. Just as positive interactions will result into positive attachments that foster positive growth, the opposite is true for negative interactions. Positive attachments resulting from positive interactions are therefore crucial in forming character traits and skills in children as they grow and develop. This paper will therefore look at the various positive attachments that enhance a child's social and emotional well-being from birth to three years old. Various theories of cognitive development are explored in the paper with more credence lent to Bowlby's Theory of Attachment. Significance of Positive Attachments in a Child's Social and Emotional Well-Being Research has shown that the bond that children develop with a caring adult during the process of nurturing affects every aspect of that child's development and behaviour. We all have a feeling of emptiness; we desire to reach out, to be loved and to know that there is someone who cares about us. This then creates a sense of belonging, completeness and security. Young children reach out to their parents and caregivers for a feeling of love and tenderness. Indeed research findings indicate that babies who receive affection from their parents/caregivers are best suited to achieve healthy development. Researchers have found out that positive interactions between a child and a consistent caring adult contributes greatly to positive peer interactions, high academic achievements, adoption of healthy behaviours and well developed coping strategies in their later life. The importance of human development dates back in history to many centuries ago. From the 20th Century to date, many psychologists have made immense contributions to the social and emotional development of children. According to Sigelman and Rider (2012), initial research focused on individual characteristics (temperaments) before progressing to relationships (parent-child interactions). On the current trajectory, researchers are pre-occupied with studying the impact of social-cultural factors on development. The bottom line is that all these psychologists affirm the notion that other people substantially influence the cognitive development of a child. As we applaud the research contributions made by child development psychologists over time, it is necessary to establish the first step that paved the way for these contributions. Damon, Lerner and Eisenberg (2006) acknowledge the contributions that development theories have made in the discipline of cognitive development. They particularly make reference to the contributions of Piaget's Theory of Cognitive-Development, Vygotsky's Sociocultural Theory of Development and The Information Processing Theories of Cognitive Development. Piaget's Theory of Cognitive-Development (1971) Piaget is renowned for the contributions he made towards the development of theory and research in the discipline of child development. In this theory, Piaget borrowed heavily from the field of evolutionary biology. At the center of this theory is the idea that our cognitive capabilities are adaptations that ensures our knowledge is perfectly "fitted" to the world. To that respect, Piaget believed that chances of human survival were ultimately enhanced by their intelligence. He however noted that human knowledge does not always measure up to the reality because we are prone to prejudices, partial understanding, false assumptions and incorrect knowledge. Just like we are prone to distorted thinking, children's thinking too is filled with misunderstandings about the constructions of nature (Lockman, 2013). As brought forward in Lockman's work, Piaget noted, for instance, that children in pre-school are egocentric in the sense that they base their thinking on their own viewpoints disregarding the divergent views of others around them. Accordingly, Piaget believed that cognitive development is likened to a revision process where children revise their acquired knowledge in order to facilitate perfect "fit" to reality. Towards that end, Piaget was of the idea that a balance must be struck between a child's cognitive structure and the nature of physical and social world. In explaining children's cognitive development process, Piaget proposed four stages of cognitive development. Sensorimotor Stage (birth -2 years) Preoperational Stage (2-7 years) Concrete Operational Stage (7-12 years) Formal Operational Stage (adolescence) Inasmuch as we appreciate the contribution of Piaget's Theory of Cognitive Development in the field of cognitive development, it is important to note the demerits of this theory of cognitive development Dissenting voices have emerged in the recent past arguing that this theory portrays a child as a solitary learner without giving cognizance to the role of social and cultural factors in children's development. Vygotsky's Sociocultural Theory of Development Contrasting Piaget's ideas, Vygotsky emphasized the role of social environment in a child's development. He believed that social interaction with more experienced and knowledgeable members in the society such as parents, caregivers, relatives, teachers etc. helps children to acquire knowledge and skills that are deemed culturally right. Vygotsky strongly believed that children actively explore their surroundings and influence the shaping of their own knowledge. Vygotsky was of the opinion that development is a social process and that social interactions are essential in cognitive development (Keenan & Subhadra, 2009). Vygotsky further brought forth two main successive patterns that child's development follows. Children show first evidence of development through interpersonal interactions that occur between them and other people, later on, children show evidence of development at individual/interpersonal level The first stage of development deals with interpersonal relationships while the second stage deals with intrapersonal relationships. Social growth as proposed by Vygotsky therefore shifts from interpersonal to intrapersonal relationships. Vygotsky used the example of self-talk in children where in the first level, the child will pronounce terms like, say for example, "Vicky! mom said you can make it" when faced with a challenge. As the child develops to the next level, he/she stops saying such words aloud and instead encourages himself/herself inwardly. Based on this example, Vygotsky believed that parents and teachers worked at an optimal level of facilitating child development hence his stand that social interactions are critical to a child's cognitive development (Keenan & Subhadra, 2009). The Information Processing Theories of Cognitive Development Information Processing Theories encompasses different theories concerned with aspects of thinking. These theories are united by the presumption that thinking facilitates cognitive development. Information Processing Theories posit that the information we encounter within our individual environments is acted upon by various mental processes. The distinction from one individual to the next lies in how each of the individuals take in, synthesize, store and utilize the information (Corner & Gould, 2011).Recent developments in Information Processing Theories treat the human mind as a computer processor. Ideally, computers process information based on specified rules. They work with input data to produce a desired outcome. Consider the example of a word processor that performs different tasks based on various commands. The word processor will save, delete, copy, undo and so on when a user clicks at corresponding commands. In other instances, we sometimes feed our computers with ambiguous data and symbols. In such cases, the computes are limited in their capacity to manipulate this ambiguous data. According to Information Processing Theories, the human mind acts the same way as computer processors in the sense that it works on the information input to produce desirable outputs. In cases where the data input in the mind is ambiguous, the human mind will also experience memory limitations hence result in distorted outcomes (Keenan & Subhadra, 2009). It is incumbent at this moment to move towards discussing the various positive attachments that enhances a child's social and emotional well-being. Young children develop within an environment interconnected with interrelationships. Damon, Lerner and Eisenberg (2006) believe that interactions between children and the people familiar to them influence early social-personality and conceptual development. The rationale behind this thinking is based on the reasoning that children will begin comprehending characteristics and tendencies of these people hence informing their own characters and tendencies. Broadhead et. al (2010) on the other hand acknowledge that the context within which a child develops play supports virtually all aspects of that child's development. The contexts within which children develop and grow need enabling environments that are secure enough. Such environments make children feel motivated, confident and stimulated in addition to supporting and extending their learning and development. Broadhead et al., positive relationships are key in all areas of a child's development. Emotional development requires that children form attachments as well as positive relationships, initially with parents and close family members, but later on increasingly with peers, secondary caregivers and other adults. Positive attachments between children and relationships within their growth and development environments are well covered in John Bowlby's Attachment Theory. The Attachment Theory Bowlby (1969) and Ainsworth (1973) carried out studies on the processes of human attachment. This studies were necessitated at a time when researchers in the field of sociology were grappling with the revelation that crucial infant emotional relationships were not only restricted to attachment with their biological mothers. The work by Bowlby particularly contributed to the shift of using the term "mother" when discussing matters attachment replacing it with the term "parent". This was in recognition of the equally important role of father-child relationships in a child's social and emotional development. The term "parent" later evolved and was consequently graduated to "caregiver". This shift in definition was as a result of an understanding of the importance of the caring attachment that children develop with their grandparents, older siblings and other consistent careers outside the family boundaries (Miller, 2007). The Attachment Theory (1969) works on a premise that parents are at the center of their children's world. Many psychologists have therefore focused on studying the importance of earlier experiences that children have with their parents. In discussing the Attachment Theory, Bowlby believed that are born with an inherent desire to reach out and form an attachment. Just as we all desire to become emotionally tied to a particular person in life, be it a husband, wife friend, etc., children too have the desire to become emotionally tied a particular caregiver. He suggested that early positive experiences children encounter with their caregivers were critical to their health and well-being. Moreover, Bowlby argued that these experiences shape how well the children function emotionally, socially and cognitively later in life (Meadows, 1986). But how do children between the tender ages of 0-3 years understand their personalities, feelings and expectations from others? The answers to these questions are critical to the enhancement of a child's social-emotional well-being. They immensely contribute to a child's empathy and self-confidence. Children's social-emotional cuts across all areas of human development and their language development, movement and cognitive abilities are all affected by how a child is able to express feelings about themselves, emotions and ideas. Professionals in the field of health sometimes define social-emotional well-being as "early childhood mental health". Social-emotional well-being in this medical context therefore includes a child's ability to experience, manage and express emotions; form and sustain positive relationships; and explore and engage with the environment (Nelson, Erwin & Duffy, 2007). According to Miller (2007), children who possess well developed social and emotional skills also have the ability to: Make and develop friends more easily Express feelings of self-confidence Achieve better grades in school Express personal ideas and feelings freely Empathize with others Manage their feelings of distress and disappointment more easily A child's social and emotional development therefore forms the foundation upon which that child expresses his/her feelings. The construction of this foundation begins at the moment a child is born and continues to develop into a strong building throughout that child's life-span. The relationships that the child encounters in life including encounters with the outside environment forms the scaffolding that supports the building as it develops. Stronger scaffolding produces a very strong building while weaker scaffolding will lead to the collapse of the house. It is however important to note that the strength of any stable and durable building lies in the strength of the foundation; a house cannot stand upon a weak foundation. In the contest of child development, the foundation of social-emotional well-being lies in the early relationships within the house (Nelson, Erwin & Duffy, 2007). Nevertheless, a child's social and emotional well-being has significant implications on that child's social functioning throughout his/her life (education, friendships and employment). A child who develops poor social and emotional attributes is at a risk of experiencing academic challenges, poor relationships with peers and can later on develop unsocial behaviour or even engage in crime. Research findings have shown that the key to social and emotional development lies in the early relationship that a child develops with their parents and caregivers. It is believed that the growth and development of children is enhanced in an environment where the caregiver satisfies a child's needs both physically and emotionally (Corner & Gould, 2011). Attachment Styles and Security Meadows (1986), identifies three attachment patterns as cited by Ainsworth and Colleagues a study in which they measured the quality of attachment between young children and their mothers (The Strange Situation). Secure Attachment: A secure infant explores when in the presence of parent. However he/she throws a tantrum following a separation will reinitiate and maintain contact when parent returns. The parent's or caregiver's return is followed by resumed play Avoidant Attachment: This is characterized with an infant's failure to cry following a separation from parent. The infant also ignores a parent even after reunion. The affection between them seems flat and contact with parent is never actively sought. Resistant/Ambivalent Attachment: Infants may fail to explore before separation occurs and display anger and aggressive outbursts when the parent returns after a separation. The infant will not resume play even after the parent returns. Disorganized/Disoriented Attachment: This attachment is characterized by contradictory behaviour such as clinging or gaze aversion while crying. When approaching a parent, the affection if flat with no emotions. Attachment Theory has however received its share of criticism as it is perceived to be more "western". In Uganda for instance, the intimate attachment between a child and caregivers is an alien concept. The upbringings of children in societies are evenly distributed among a broader group of relatives and neighbour. However, these societies produce socially and emotionally fit individuals a clear indication that there exists other mechanisms in place of attachment that may offer insights for future review. However, children need positive interactions to develop their positive cognitive skills. Conclusion At this moment in time, there is no doubt in our minds that children's cognitive development takes place within a social context under the influence of external forces. Children will use other people's knowledge in their own cognitive development. It therefore follows that the way children are treated by other people directly impacts on their cognitive development. As presented in the formative stages of this essay early social cognitive development in children creates a firm base which social competences; interpersonal sensitivities and awareness of interrelationships are built. Early social cognitive development is also central to the development of morals, emotions, understanding and self-awareness (Sigelman & Rider, 2012). However, cognitive development moves beyond just the mere interaction of children with other people to many other aspects in the wider sociocultural environment. On many occasions, we tend to dwell so much on temperaments and relationships when studying social and emotional development. Conversely, these aspects are contained within diverse cultural macro-systems. According to Benson and Haith (2009), culture consists of a mixture of shared beliefs and attitudes that are passed on from one generation to the next. These beliefs and attitudes also shape individual characteristics either through nurturing or suppression. Take the example of shy-inhibiting behaviour of girls from conservative societies and the care-free attitude of girls from liberal societies. This example brings to the forefront the importance of cross-cultural attitudes in a child's social and emotional development. Following our discussion, children who experience negative attachments in their early life are constrained in their cognitive development. Sigelman and Rider (2012) however present views contrary to this held notion. They argue that not all children who face significant risks in their early lives experience difficulties in their social and emotional development. An increasing interest has emerged in identifying factors that may act as buffers in the lives of children experiencing cumulative difficulties. It is therefore crucial to identify buffers that are amenable to change and which can inject positive shifts for such children. This calls for shifting focus from the child to his/her broader ecology with particular reference to caregiver relationships, community and family risks and protective factors. We live in economically constrained environments, a situation coupled by weak family ties. Incidences of divorce and separation are at their highest. Every dawn brings with it news of war, nuclear threat, long-range missile testing projects, child abuse and many other disturbing events. Our surroundings today are filled with so much negative energy, hate and revenge. The first victims of all these negativities are our innocent children. This is indicated by the overt behaviour displayed by our teenagers; they drink alcohol excessively, engage in risky behaviour and are addicted to drugs and other vices. Unless we secure the environment in which we are raising our children, we are creating and leaving behind a legacy of social and emotional decadence. References Benson, B. J., & Haith, M. M. (Eds.), (2009). Social and emotional in infancy and early childhood. San Diego, CA: Elsevier. Broadhead, P., Johnston, J., Tobbel, C., & Wooley, R. (2010). Personal, social, emotional and personality development. New York, NY: Continuum International Publishing Group. Corner, R., & Gould, Z. (2011). Psychology around us. Hoboken, NJ: Wiley and Sons. Damon, W., Lerner, M. R., & Eisenberg, N. (2006). Handbook of child psychology: Social, emotional and development (6th ed.). Hoboken, NJ: Wiley and Sons. Keenan, T., & Subhadra, E. (2009). An introduction to child development (2nd ed.). Thousand Oaks, CA: SAGE Publications. Lockman, J. J. (Ed.), (2013). Child development perspectives. Society for Research in Child Development, 84(1), 1-390. Meadows, S. (1986). Understanding child development. New York, NY: Routledge. Miller, F. D. (2007). Positive child guidance (7th ed.). Belmont, CA: Wadsworth. Nelson, J., Erwin, C., & Duffy, R. (2007). Positive discipline: The first three years. New York, NY: Three Rivers Press. Sigelman, K. C., & Rider, A. E. (2012). Life-span human development (7th ed.). Belmont, CA: Wadsworth. Read More

Piaget's Theory of Cognitive-Development (1971) Piaget is renowned for the contributions he made towards the development of theory and research in the discipline of child development. In this theory, Piaget borrowed heavily from the field of evolutionary biology. At the center of this theory is the idea that our cognitive capabilities are adaptations that ensures our knowledge is perfectly "fitted" to the world. To that respect, Piaget believed that chances of human survival were ultimately enhanced by their intelligence.

He however noted that human knowledge does not always measure up to the reality because we are prone to prejudices, partial understanding, false assumptions and incorrect knowledge. Just like we are prone to distorted thinking, children's thinking too is filled with misunderstandings about the constructions of nature (Lockman, 2013). As brought forward in Lockman's work, Piaget noted, for instance, that children in pre-school are egocentric in the sense that they base their thinking on their own viewpoints disregarding the divergent views of others around them.

Accordingly, Piaget believed that cognitive development is likened to a revision process where children revise their acquired knowledge in order to facilitate perfect "fit" to reality. Towards that end, Piaget was of the idea that a balance must be struck between a child's cognitive structure and the nature of physical and social world. In explaining children's cognitive development process, Piaget proposed four stages of cognitive development. Sensorimotor Stage (birth -2 years) Preoperational Stage (2-7 years) Concrete Operational Stage (7-12 years) Formal Operational Stage (adolescence) Inasmuch as we appreciate the contribution of Piaget's Theory of Cognitive Development in the field of cognitive development, it is important to note the demerits of this theory of cognitive development Dissenting voices have emerged in the recent past arguing that this theory portrays a child as a solitary learner without giving cognizance to the role of social and cultural factors in children's development.

Vygotsky's Sociocultural Theory of Development Contrasting Piaget's ideas, Vygotsky emphasized the role of social environment in a child's development. He believed that social interaction with more experienced and knowledgeable members in the society such as parents, caregivers, relatives, teachers etc. helps children to acquire knowledge and skills that are deemed culturally right. Vygotsky strongly believed that children actively explore their surroundings and influence the shaping of their own knowledge.

Vygotsky was of the opinion that development is a social process and that social interactions are essential in cognitive development (Keenan & Subhadra, 2009). Vygotsky further brought forth two main successive patterns that child's development follows. Children show first evidence of development through interpersonal interactions that occur between them and other people, later on, children show evidence of development at individual/interpersonal level The first stage of development deals with interpersonal relationships while the second stage deals with intrapersonal relationships.

Social growth as proposed by Vygotsky therefore shifts from interpersonal to intrapersonal relationships. Vygotsky used the example of self-talk in children where in the first level, the child will pronounce terms like, say for example, "Vicky! mom said you can make it" when faced with a challenge. As the child develops to the next level, he/she stops saying such words aloud and instead encourages himself/herself inwardly. Based on this example, Vygotsky believed that parents and teachers worked at an optimal level of facilitating child development hence his stand that social interactions are critical to a child's cognitive development (Keenan & Subhadra, 2009).

The Information Processing Theories of Cognitive Development Information Processing Theories encompasses different theories concerned with aspects of thinking.

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