Transcript Infant attachment and bonding - Waterloo Region District

Nurturing
Relationships
Healthy and positive
human growth and
development depend on
nurturing relationships.
There are 3 qualities of an
effective nurturing caregiver:
1. Provide Comfort
2. Engage in Play
3. Teach and Guide
Provide
Comfort
Children can become frustrated, anxious, or
overwhelmed as they develop. Parents should:
•Acknowledge their discomfort
•Offer an appropriate response
•Examples: rocking a crying baby, offer calm
words to an older child
Engage
in Play
•
•
Play exercises a growing body and mind while
providing a way to express emotions, develop
social abilities, and explore moral thinking.
Parents who play with their child:
• Contribute to their development
• Strengthens the parent-child relationship
Teach and Guide
•
•
Teaching provides
children with the
knowledge they need to
accomplish important
tasks at each
developmental stage.
Parental teaching of skills,
knowledge, and attitudes
moves children along in
their development.
As children grow older, the nature of
comforting, playing, and teaching
changes to remain appropriate for the
child’s needs.
Group Work Activity
•Divide yourself into groups of 2 or 3.
•When you have a group, have one member come get
your supplies for this activity from Mrs. Shipp.
•You will need a piece of Scrap paper and 3 markers.
Your Task
Using your assigned
age group, come up
with at least THREE
examples for each
quality of an effective
nurturing caregiver.
0-2
3-5
•Provide Comfort
•Engage in Play
•Teach and Guide
6-9
10-13
Be prepared to share your work!
Attachment Cycles
Understanding healthy and unhealthy attachment
Attachment
A close and affectionate bond between an infant and
caregiver (parent, sibling, grandparent, aunt, guardian)
… the primary caregiver is typically the mother (why?)
… is necessary for newborn survival
... is a reciprocal relationship necessary for healthy human
development
... fathers may also form strong attachments when they are highly
involved with their children (i.e. skin to skin)
• In the early years of life, children must learn to go
through healthy attachment cycles through
behaviours exhibited by their caregivers.
• Children with poor attachment behaviours are
reacting to events in their early lives that may have
included neglect or abuse.
• Due to these events, many children are unable to
attach to a primary caregiver or go through normal
development in order to function in future
relationships.
Healthy Attachment Cycle
Trust
develops
Baby has
a need
Needs are
met by
caregiver
Baby cries
To summarize…
• When a baby has a need and signals that need
by crying, the caregiver comes and soothes the
baby – meeting its needs
• When this is repeated
consistently, the baby
learns to trust and
develops appropriately
Unhealthy Attachment Cycle
Trust
DOES NOT
develop
Baby has
a need
Needs are
NOT met
by
caregiver
Baby cries
To summarize…
• When baby’s needs are not met or are met
inconsistently/ inappropriately, the baby does
not learn to trust.
• This may also happen if the caregivers are
inconsistent/ unfamiliar with the baby. This may
confuse the baby.
• The baby learns that the world is an unsafe
place.
Healthy Attachment means…
infants are able to quickly advance in all areas of development, but
especially in verbal development and learning
sleeping and eating disorders are less common
children can handle their emotions better
Parents are less likely to abuse their children
a positive/healthy template for future intimate relationships
a basis for good mental health is established
Failure to Thrive
An inability to grow or develop due to neglect on the
part of the caregivers
... during the Second World War, orphaned babies in hospitals
turned their heads to the wall and died in spite of being fed
and changed.
... however, in cases where a nurse/caregiver lifted children
out of their cribs, and held them, even briefly, the infants did
much better - they gained weight and reached
developmental milestones.
Attachment Theorists
•
Mary Ainsworth
•
Harry Harlow
•
John Bowlby
Mary Ainsworth
b.1913 – d.1999
American-Canadian developmental
psychologist
Did a lot of early research around
emotional attachment
Known for her work associated with “The Strange Situation”
and her work in the development of the Attachment Theory.
Harry Harlow
b.1905 – d. 1981
American psychologist
Researched maternal-separation and social isolation
He conducted experiments using monkeys which demonstrated
the importance of caregiving and companionship in
development.
John Bowlby
b.1907 – d.1990
Was Ainsworth’s teacher
British psychologist, psychiatrist,
and psychoanalyst
Recognized for his interest in child
development and his early work in
Attachment Theory
Mary Ainsworth
Found that healthy relationships were related to the
level of responsiveness that moms showed towards
their infants at a very young age
Created the “Strange Situation” experiment
“Strange Situation”
http://vimeo.com/35093357
A situation that tests individual differences in
infants’ reactions to separations and reunions with
their moms.
An observer takes a mother and 1 year old child to
an unfamiliar room containing toys and then
makes the mom leave and come back several times
(one-way mirror).
Types of Reactions to Mom’s Return
SECURE - the child is distressed by mom’s departure
and easily soothed by her on her return
AVOIDANT - the child is not distressed when mom
leaves and avoids or turns away from her on return
ANXIOUS - the child stays extremely close to mom
during the first few minutes and becomes highly
distressed when she leaves. When she comes back,
she seeks comfort and distance (simultaneously) from
mom. She cries and reaches to be held and then tries
to leave when she is picked up.
What is your attachment type?
•
•
•
A. I find it relatively easy to get close to other people. I am comfortable
depending on other people and having them depend on me. I don’t usually worry
about being abandoned or about having someone get too close to me.
B. I find it difficult to trust people completely. I am somewhat uncomfortable
being close to others. I feel nervous when people start to get too close. Often, I
feel like people want me to be more intimate than I feel comfortable being. I find
it difficult to allow myself to depend on other people.
C. I find that other people are reluctant to get as close as I would like. I often
worry that someone I am close to doesn’t really love me or won’t want to stay
with me. I want to merge completely with another person, and this sometimes
scares people away.
Adapted from: Journal of Personality and Social Psychology, 52, 511-524.
Your attachment type is...
•
A. Secure – Around half of adults have a secure
attachment type. People with secure attachment types
are likely to believe in romantic love which, although
it might fizzle over the course of a relationship, can
also remain very intense, as good as it was at the start.
Your attachment type is...
B. Avoidant- A quarter of adults have an avoidant
attachment type. They are more likely to believe that
romantic love doesn’t really exist, and that love
doesn’t last forever. They tend to find it hard to find
someone they can really fall in love with.
Your attachment type is...
C. Anxious- About a quarter of adults have an anxious
attachment type. They are more likely to believe that
romantic love doesn’t really exist, and that love
doesn’t last forever. They find it harder (than secure
types) to find someone they can love. They are more
likely to fall in and out of love more often than secure
or avoidant types.
Article: “Soothing Stranger Anxiety”
•
Read through the article and answer the three
questions at the bottom of the article.
1.
What is stranger anxiety?
2.
At what age does this typically occur?
3.
What tips would you give a parent to help ease
stranger anxiety?
ANSWER # 1
Stranger Anxiety is…
•
Distress and concern when faced with a person
who is not familiar to them.
•
Possible behaviours: pouting, acting worried,
crying, burying their heads in fear or disinterest
ANSWER # 2
•
Stranger anxiety typically occurs between 6
months and 2 years of age.
ANSWER # 3
Ways to deal with Stranger Anxiety in new
situations…
• Ensure they have their favourite blanket/toy
• Let the “stranger” know their routine (including
special songs or books they read before naptime)
• Encourage the “stranger” to hold your baby a lot
at the beginning
• Act very warm and friendly with the teacher –
child may model the behaviour
Harry Harlow
Studied rhesus monkeys to see what would
happen if they were separated from their mothers
at an early age.
His research was
conducted in the 1960’s.
What do you turn to when
you are scared or upset?
l
l
l
l
l
l
l
l
l
l
l
Experimental Conditions
Two “mother monkeys” were provided for the
baby rhesus monkeys.
1) A wire framed like a “mother” monkey which
held a bottle.
2) A wire framed like a “mother” covered with
cloth and had no bottle.
http://vimeo.com/45085426
Conclusions
The young monkeys would feed
from the bottle when hungry, but cuddled up with
the fabric one for comfort, or clung to the cloth
mother when frightened.
Monkeys who did not have the cloth-covered
mother failed to grow (failure to thrive), even
though food was available.
Therefore, his studies show the
importance of touch and contact for
the survival and growth of infants.
Rapid Writing Exercise
ANSWER THE FOLLOWING QUESTION IN YOUR
NOTES IN A JOURNAL RESPONSE. DON’T STOP
WRITING UNTIL MRS. SHIPP STOPS YOU!
Consider what we have learned about so far this unit. Reflect
on your own upbringing and current relationships.
• Describe the type of attachment you exhibit.
• Why do you feel you are like this?
• How does this affect your current relationships with peers,
significant others, and/or parents?
• What will you do the same and/or differently if you
become a parent to promote healthy attachment
behaviours.
John Bowlby
•
Separation
Behaviour
http://video.about.com/psychology/Who-Is-John-Bowlby-.htm
His Research
Conducted his studies in the 1960’s and 1970’s on children.
He found that children exhibit “attachment behaviours” and
adults respond accordingly.
“Attachment behaviours”
Smiling
Clinging
Grabbing
These behaviours in children elicit responses from
adults.
Touching
Holding
Soothing
Talking
In turn, this encourages these behaviours in the
child.
This is called the feedback circuit.
Feedback Circuit
Smiling
Touching
or
Holding
Smiling
This interplay of attachment gives children
security to move forward in their development.
Separation
When the children in Ainsworth’s research were
separated from their mothers, how did they react?
Bowlby looked at children between 8 months and 3
years who were separated from their caregivers.
He found that they went through THREE STAGES OF
SEPARATION BEHAVIOUR.
What might these behaviours be?
Stage 1:
PROTEST
PROTEST crying, searching for caregiver, throwing
___________:
a tantrum
Stage 2: DESPAIR
DESPAIR the child becomes very quiet (loss of hope)
__________:
Stage 3: DETACHMENT
DETACHMENT the child withdraws as though cut off
_______________:
from the world
Securely attached children: are able to
move beyond the detachment stage and
become more active and interactive.
Less secure children: may go so far as to
withdraw by crawling under a table.
Think – Pair – Share
Brainstorm ways that parents can
reconnect with their children after they
pick them up from child care, nursery
school, or a
weekend visit
with relatives.
Nature vs. Nurture
why we are who we are
Group Work
Form a group of 3-4 people and assign one
person as the recorder/presenter, and two or
three contributors.
Brainstorm “What determines your likes,
dislikes, and personality characteristics.”
Something to think about…
Imagine being locked in a room
since birth and rarely seeing
other people or daylight.
How do you think you would turn out?
The Secret of a Wild Child
•
http://wn.com/Secret_of_the_Wild_child_
part_4#/videos
Nature
Implies biology is responsible for your behaviour
Your genetic make-up decides what kind of person
you are
You are born with these traits and they cannot be
changed
Nurture
Implies that your environment is responsible for
who you are
Your traits are determined by the people you
associate with, organizations you belong to, and the
institutions within your society
Environmental and external influences
Biological or Environmental
Influences on Development?
Listen to the following research article titles.
Indicate in your notes if they imply nature or nurture.
Father-Daughter Relationship Crucial to When Girls Develop
Hypothyroidism During Pregnancy Linked to Baby’s Lower IQ
Genetics is a Key Factor in Speech Learning
Formula Additives Boost Small Children’s Intelligence in Study
Television Can Enhance Children’s Intellectual Development
Birth Order Affects Career Interests
Nurture
Nature
Nature
Nurture
Nurture
Nature
Organize your Group Work
into two categories...
NATURE
NURTURE
The results ...
Although the concept of “environment” typically
refers to a human beings surroundings after birth,
environmental influences are in play from the
moment of conception - if not actually before with
the mother and father’s own health.
Therefore, BOTH environment (nurture) and biology
(nature) are impacting the baby within the womb.
After birth, the influence of Nature and Nurture
becomes a greater debate.
Nature and Nurture Assignment
•
•
Complete the assignment using family
photos or through conversations with
your family members.
DUE: Monday, October
th
7 ,
2013
Twin Studies
Some of the most conclusive research has studied
identical and fraternal twins who were raised apart.
Fraternal: product of two eggs fertilized at
the same time
Identical: product of one egg that divides
during gestation.
•
Scientists have been able to determine whether
characteristics such as personality traits, talents, and
occupational preferences are a result of environment
or genes.
•
http://video.foxnews.com/v/1714028783001/natur
e-vs-nurture-new-twin-study-sparks-debate/
Identical twins,
separated at birth and
each raised by one of
their biological parents,
discover each other for
the first time at summer
camp.
Twin Studies Article
Read through the article and answer the following
questions in your notes:
1.
Are the twins similar or different? Name any
relevant similarities listed between the separated
twins.
2.
Does this imply that nature or nurture plays a
greater role in their personality development?
Outcome of Twin Studies
• Similar characteristics among identical twins
reared apart might indicate that the environment
does not play the biggest role.
• If identical twins raised in different homes have
many similarities and fraternal twins raised apart
have nothing in common, scientists can conclude
that genes are more important than environment
in determining personality traits.
In Conclusion...
It’s obvious that we will never be able to have a clear
distinction between what influences us most, nature
or nurture, but most likely ...
“Mother nature has plainly not entrusted the
determination of our intellectual capacities to the
blind fate of genes. She gave us parents, learning,
language, culture and education to program
ourselves with ...” (Ridley 1999).
What is this a picture of?
Brain scans of 3-year olds
Both nature and nurture impact the
brain structure and development.
NATURE
NURTURE
TALKING
SINGING
TOUCHING
As humans, our brains are
biologically programmed
to develop.
TEACHING
PLAYING
Researchers have noticed an
increase in brain development
every time a caregiver responds
to a baby.
A LOOK AT THE EFFECTS OF
NATURE AND NURTURE
Synaptic Density in the Human Brain
Connections that are not used or made are lost.
Deprived of a stimulating environment, a child’s brain suffers.
Researchers have found that children who don’t play much or
are rarely touched develop brains 20-20% smaller than normal
for their age. Laboratory animals provide another provocative
parallel. Not only do young rats reared in toy-strewn cages
exhibit more complex behaviour than rats confined to sterile,
uninteresting boxes, but the brains of these rats contain as
many as 25% more synapes per neuron.
Excerpt from: Fertile Minds
What does this tell us?
Rich experiences really do produce rich brains
 Infant brain development during the first
years of life depends on that infant’s
environmental experience
 The brain develops according to the quantity
and quality of the stimuli it receives
 Daily exercise increases nerve connections in
the brain; making it easier for children to
learn
 The more words kids hear by age 2, the
larger their vocabulary will grow
 Toddlers who are taught simple math ideas
(i.e. bigger/smaller), do better in math when
they are older
 Early music lessons help develop skills which
later improve a child’s decision making
ability
 Patterns of behaviour and emotional
responses set in the early years are very
difficult to change or make up for in other
ways
1. Explain Elizabeth’s situation at the
start of the video.
2. Explain Elizabeth’s development
by the end of the video.
3. When does the brain begin
forming?
4. What are some of the long-term
effects of being born premature?
5. Explain Holly’s condition and
development.
Unit 1 Test Outline
• Short answer [10 marks]
• Answered on foolscap
• True or False [12 marks]
• Answered on scantron card
• Matching [9 marks]
• Answered on scantron card
• Multiple Choice [17 marks]
• Answered on scantron card
October
29
th, 2013
Topics to Study
 Characteristics of Development
 i.e. Development builds on earlier learning
 Types of Development
 physical, social, emotional, cognitive, moral
 Nurturing Relationships
 Provide comfort, teach and guide, engage in play
 Attachment
 Failure to thrive
 Stranger anxiety
 Attachment Cycles
 Healthy and unhealthy cycles
 Attachment Theorists
 Mary Ainsworth
 Strange situation
 Attachment types
 Harry Harlow
 Rhesus monkey experiments
 John Bowlby
 Feedback circuit
 Separation Behaviours
 Nature vs. Nurture
 Twin Studies
 Brain Development
 Films
 The Secret of the Wild Child
 Wider Than the Sky
 Babies
1. Name the FIVE characteristics
of development.
2. Provide an example of THREE
of the characteristics of
development.
1. Name and describe the FIVE
types of development.
1. Name the THREE qualities of
nurturing caregivers.
2. How do these qualities differ
if you are parenting an infant
or a school-aged child?
1. Define attachment.
2. Draw a healthy attachment
cycle.
3. Explain the difference between
a healthy and an unhealthy
attachment cycle.
4. The ultimate goal of healthy
attachment is to develop
__________.
5. What are THREE long-term
effects of healthy attachment?
6. Describe failure to thrive.
1. Name the THREE
attachment theorists we
learned about.
2. Use ONE word or phrase to
describe each theorist.
1. Name and describe the
experiment that she created.
2. What were the results of her
research?
1. What is stranger anxiety?
2. What behaviours are associated
with it?
3. How can a caregiver soothe a child
who is experiencing stranger
anxiety?
1. Describe his research.
2. What were the results of
his research?
3. What does his research
tell us about love and
attachment?
1. Name TWO examples of
attachment behaviours that
children exhibit.
2. What is the feedback circuit?
3. Name and describe the
THREE stages of separation
behaviour.
1. What is the difference
between nature and nurture?
2. What is the significance of
identical twin studies to the
nature-nurture debate?
3. What effect does nature and
nurture have on brain
development?
1. Explain how a nurturing
environment helps enrich
one’s cognitive development.
2. Name THREE reasons why
the early years are so
important.