A as in ATTACHMENT ……..

This picture depicts a little girl posing for the camera when she was with her Dad on the ship that he commanded at that time; she was about 1 year old and her smile showed her happiness while turning around for us to see her with that victorious smile on her face!!…our children more often than not seek for attention, approval and a sense of security, especially when they find themselves in new situations, or circumstances where they feel their safe heaven lies with us, their parents; were present “what they know”, and what is comfortable to them; for them, having us “around” and responding to their needs is essential. Try to picture yourself in a foreign country, that you know nothing about, and  where there are no familiar faces, nor surroundings, and where you do not speak the language….and on top of that, everybody is “bigger” and “shouts” out things you do not understand…..isn’t it kind of logical that you “look” around to see somebody you do know and that serves as an image of protection and security in this unknown environment? In the child’s case that would be the mother/caregiver, it makes him/her feel secure and protected. 

Attachment is the bond that forms between infants and their primary caregiver(s). Instinctive responses to the perceived threat of losing the survival advantages thataccompany being cared for and attended to by the primary caregiver(s). 

Types of adult/caregivers are associated with particular types of attachment, which can “predict” a good deal about children’s developmental outcomes.

Important research was done by theorists John Bowlby and Margaret Ainsworth. Bowlby wrote:(1969):

“Children need a close adult who will function as a secure base from which to explore the world, and who will be a safe haven to retreat in times of stress”.

Ainsworth (1967), on the other hand talked about “secure attachment” being characterized by the fact that children seem unambiguously glad to see the mother, and seeking and obtaining comfort from her". She added:

“Maternal Sensitivity, although it seems to apply to any close caregiver, is the main concern; it refers to: 1) the ability of the mother to be aware of the child’s signals; 2) the accurate interpretation of those signals, responding to them promptly and accordingly.”

Both, Bowlby, and Ainsworth, described 4 styles of attachment: 

• Secure Attachment
• Insecure Attachment: parents that interfere with the child’s needs
• Insecure Attachment: parents that behave in opposite ways
• Insecure Attachment: when independence is pushed very strongly, without providing a secure base.

In this segment, I expand on the first one: “Secure Attachment”; the other three are also important, no doubt, but the first one is the one that is mainly present in a vast majority of the population, and I would like to focus on the positive aspects of attachment. The positive side would be helping our children to find that “secure base” in us parents, when they need us to….

In Child Development there is a term that comes very close to the definition of the “maternal sensitivity” described by Ainsworth; it is called “Serve and Return”, also being used to refer to other caregivers, even for Teachers. 

“When an infant or young child babbles, gestures, or cries, and an adult responds appropriately, with eye contact, words, or a hug, neural connections are built and strengthened in the child’s brain that support the development of communication and social skills; when caregivers are sensitive and responsive to a child’s needs, they provide a secure environment”

(Center on the Developing Child, Harvard University).

According to several studies:

“Children rated as securely attached were more competent problem solvers, more persistent, showed more enthusiasm, and were more compliant with their mothers”; other studies (Thompson, 1999; Winfieldet.al, 1999) have shown that these children turn into adults with more friends, engage more actively with peers, explore more, have higher self-esteem, and show more positive emotions”.

(The Science Behind the Genius, Angeline Stoll Lillard, p.260)

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Maria Montessori advised that Teachers show a degree of warmth and sensitivity that is comparable of the characteristics of parents whose children are securely attached. In The Science Behind the Genius (Angeline Stoll Lillard, p.265) The author states the following:

“As children get older, they still appear to need a 'safe’ haven and secure base (don’t we all??); they need it less often and will feel more and more comfortable venturing further away, while acquiring Teacher's thresholds for perceiving signals should be low; they should be trained to notice and correctly interpret the behavioral manifestations of the child’s inner state"

Dr Montessori’s recommendations about how teachers should respond to children, mirrors the interaction style associated with the most optimal attachment pattern: “Secure Attachment”. This can be obtained by paying close attention to the child’s behavior, which will always manifest its needs. While attachments to their parents are primary, young children can also benefit significantly from relationships with other responsive caregivers both within and outside the family (of course Teachers are in that group). High-quality interactions in early childhood programs can help children’s ability to establish secure expectations about whether and how their needs will be met. 

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