Module 3 Assignment 1

The topic I have chosen to be an advocate for is attachment. The audience for whom this information is intended are families, parents, early childhood teachers/coaches, principals, and any other people pertaining to the early childhood profession. It’s important for these different groups of people to be informed on the importance of attachment because these adults work closely with children, and also have children in their families. Understanding the love and care that children need when they’re younger is important in making sure that they’re able to grow up in an environment that is conducive to this. Many do not realize the necessity of this and, therefore, do not always show this kind of attention. This tends to have negative impacts on children. According to Ainsworth & Bowlby (1988), a stable and loving attachment relationship is essential for bringing the child out from the dark place. The child needs a consistent and predictable source of love and care that with time can become strong enough to melt the ice of deep distrust and a fierce resistance for connection. A secure attachment relationship that serves as a safe haven and secure base is what a clinician strives hard to establish, maintain, and strengthen. With a safe haven, the child has a chance to heal the wound and further, can use an attachment relationship as a secure base from which to explore the unknown; in this case, a new way of relating, based on trust that brings joy.

I am speaking as a teacher because that is what I am. I have seen students who have gone through periods in their lives where attachment disorder has affected them. I have seen what it does to students as they grow older. I looped with a class from third grade to fifth grade and a child I had in that class suffered from attachment disorder. Although I only began to teach this student when he was in third grade, I knew him when he was in kindergarten and saw how it was difficult for him to form relationships, trust adults, and make friends. He had a stuffed animal that he used to carry with him before he got to third grade and if someone tried to take it, he would become very upset. I never understood why until I had him in class. It was the only item he was given and he didn’t want to have it taken. He was attached to it. Spitz (1945) found that there is somewhat of an emotional deprivation when a child loses an object in which they love. He called this "anaclitic depression". Spitz found recovery was prompt when the object was returned within a period of three to five months, but if it takes longer than five months to be returned, serious deterioration will become symptomatic. He coined this "hospitalism."

 It was heartbreaking and if I can share this story with others, I feel I can reach them and help them understand the importance of helping them to avoid this when they’re young. This is the role that I can relate to and show emotion for when I’m speaking. When emotions come through, people are more likely to empathize and listen.

One goal I hope to accomplish by sharing this information is that teachers will be more aware of this issue and understand that some children in their classrooms may suffer symptoms because of it. It is not an issue that if often discussed in schools. Teachers aren’t always aware of what children have gone through during their beginning years and how those years can impact their future behavior. If teachers are aware of the signs, they can show these kids the love and understanding they need to hopefully have a healthier life.

Another goal I have is to let parents know that the way they interact with their children when they’re young is so, so important. According to an article by Bernier, et al. (2012) a study indicated that children exposed to higher-quality parenting, and those more securely attached to mother, had better impulse control at 3 years of age.

Parents need to know it’s normal to feel overwhelmed, and that if this feeling becomes too powerful, that they can talk to someone. It’s important that they show their children love and don’t neglect them when they’re feeling down. Parents don’t always know the impact this has on children. Attention to the child is necessary to support overall development (Laureate Education, 2015). It is also necessary to make sure of this because children who have a lack of parental involvement and are exposed to negative environmental factors also contribute to the development of ADHD. According to Tayler, et al, (2013) the influence of environmental factors consistently support the idea that substantial genetic and small nonshared environmental influences contribute to the overlap among ADHD, ODD, and CD. Hopefully, if parents are made aware of the importance of this, they would act in a manner that would prevent it.

 

 

 

Ainsworth, M., Blehar, M., Waters, E., & Wass, S. (1978).Patterns of attachment: A

psychological study of the strange situation. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.1980-50809-000.

 

Bernier, A., Carlson, S. M., Deschênes, M., & Matte-Gagné, C. (2012). Social factors in the

development of early executive functioning: A closer look at the caregiving environment. Developmental Science, 15(1), 12–24.

 

Laureate Education (Producer). (2015d). Early childhood education history and theory

[Interactive media]. Baltimore, MD: Author.

 

Music, G. (2011). Nurturing natures: Attachment and children’s emotional, sociocultural, and

brain development. New York, NY: Psychology Press.

 

Spitz, R.A. (1945). Hospitalism—An Inquiry Into the Genesis of Psychiatric Conditions in Early

Childhood. Psychoanalytic Study of the Child, 1, 53-74.

 

TAYLOR, J; et al. Common Genetic and Nonshared Environmental Factors Contribute to the

Association between Socioemotional Dispositions and the Externalizing Factor in Children. Journal of Child Psychology and Psychiatry. 54, 1, 67-76, Jan. 1, 2013. ISSN: 0021-9630.