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As an Infant and Toddler teacher, how do you promote secure attachment throughout the day? Provide a list of 10 ways you promote secure attachment for infants and toddlers in the classroom. Ensure that each way is written in complete sentences, with a description of how you can implement them in the classroom. Provided between 8-10 ways to promote secure attachment in complete sentences with classroom implementation methods.There are no grammatical and spelling errors. The assignment is written in APA format.Provided between 8-10 ways to promote secure attachment in complete sentences with classroom implementation methods.
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Ma la, a 9-m n h- ld, eached f he eache hen a a en and he infan en e ed he
m. He
eache held he and c mf ed he . “Y a e
nde ing h ha e n i ,” he eache e lained.
“She’ Te ance’ m he . Le ‘ g a hi Te ance.” Ma la, hanging n he eache ‘ neck, l ked
a Te ance and began
mile. Af e falling ff a l
bench, De n, an 18-m n h ld, an ac
he
la g nd a
eed in he a m f hi eache . “Oh, did ha ca e
hen
fell?” A ked hi
eache . De n n dded hi head e . “D
an
i n he bench ge he ?” De n n dded hi
head e again.
i n
Deci i n Making
G ideline
En E
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Famil T
l
A achmen : Wha Work ?
Donna Wi mer
Re ea ch S n he e
What is Attachment?
P ac ical S a egie
A achmen refers o he con in ing and las ing rela ionships ha o ng children form i h one or more
ad l s. A achmen refers especiall o one aspec of he ad l -child rela ionship, he child s sense of
sec ri and safe
hen in he compan of a par ic lar ad l . The impor ance of infan s and oddlers
e periencing sec re a achmen rela ionships i h he ke ad l s in heir li es is ell-kno n. In he
e amples abo e, bo h Marla and De on feel sec re and safe i h heir caregi ers. Wi hin heir sec re
a achmen rela ionships, he are learning ho o manage heir s rong emo ions and reac ions and
de elop heir iden i as persons ho are compe en a being in rela ionships. Infan s and oddlers can
ha e more han one sec re a achmen . Of en, hen professionals disc ss a achmen , he refer o
he paren -child rela ionship, b i is impor an ha infan s and oddlers ho a end gro p care
programs are sec rel a ached o eachers as ell. Infan s and oddlers can feel sec re i hin one
rela ionship hile feeling insec re i hin ano her, b he hri e hen mos or all of heir rela ionships
i h he ad l s in heir li es are sec re. When infan s and oddlers ho a end gro p care programs
e perience sec re a achmen s i h heir eacher(s), he can foc s more on learning, he are more
affec iona e i h peers, and he ha e more empa h for bo h ad l s and peers.
S a e Planning
T aining Ki
T aining M d le
Infan /T ddle
P eSch l
P e-K Pa en M d le
Infan /T ddle Pa en
M d le (PIWI)
Vide
Wha Works B ief
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F
Sae
F
T aine /C ache
F
Familie
F
Teache /Ca egi e
O d
L
S a c
Ma
a
Wh is Attachment Important?
A achmen sec ri makes a difference in o ng children s immedia e and long- erm beha ior. When
infan s and oddlers con in all feel sec re or insec re in heir rela ionships, here are las ing effec s,
hich can e en impac ho he
ill paren hen he are older. Children learn impor an lessons
abo ho o in erac i h o her ad l s and peers in rela ionships. The learn ho o comm nica e
effec i el , ho o nego ia e and coopera e i h o hers, and ho o hers ill rea hem. Sec re children
pla more harmonio sl
i h heir peers as he de elop, and he score higher han insec re children
on lang age and cogni i e meas res. Sec re a achmen s also help children ho ha e more fearf l,
inhibi ed emperamen s become less fearf l. A achmen infl ences ho he brain is s r c red and
ho man s ress hormones o ng children e perience. Infan s and oddlers ho consis en l do no
feel safe
ma begin o percei e ad l s and peers as hrea s and he orld as a dangero s place. The ma
e pec o hers o h r hem, so he reac defensi el . Children ho are sec rel a ached o heir
eachers e hibi decreased le els of he s ress hormone cor isol, hile children ho are insec rel
a ached, especiall hose ho ha e a more fearf l emperamen , e hibi increased le els of cor isol
hro gho he da .
Sec e a d I ec e A ach e
Children s beha ior ells s he her he are e periencing sec re a achmen s or insec re
a achmen s.
Their ac ions ell s ha he hink abo hemsel es, o hers, and rela ionships.
Children
ith secure attachment relationships:
Tr s ha heir ph sical needs
on
ill be me b ad l s. This feeling of sec ri
allo s children o foc s
learning ne skills and b ilding rela ionships i h o hers (ad l s and o her children).
Tr s ha ad l s ill be emo ionall a ailable o hem. The learn ha he can be in ima e close
and cherished
i h ano her person and s ill be safe. The can e plore heir en ironmen and re rn
o
heir special ad l s hen he need a h g, a pa , or enco ragemen .
Learn o comm nica e in a arie of a s. When ad l s respec , respond o, and engage i h
infan s a emp s o comm nica e, he children s se of lang age de elops in o more comple and
sophis ica ed forms.
Begin o manage (self-reg la e) heir s rong reac ions and emo ions i h he help of ad l s. Ad l s
can
help children manage and e press heir emo ions in heal h
a s and help hem learn ha s rong
feelings are ok feelings.
Children i h insec re a achmen rela ionships ma : Beha e as if he kno ha ad l s are
inconsis en l or seldom a ailable.
S a close o an ad l o ge heir needs me , inhibi ing heir e plora ion as a mobile infan or
oddler.
Become dis ressed, b do no seek an ad l o help hem deal i h heir emo ions. If ad l s are
freq en l angr
i h or in r si e o ard o ng children, he ma ini iall a oid ad l s, b as he
de elop, he ma sho anger and fr s ra ion i h ad l s and peers.
Hide heir s rong feelings and i hdra o a oid dis ressing e en s or o organi e heir emo ions.
When he
i hdra , he miss oppor ni ies o learn ho o handle dis ress or e press feelings in a
heal h a .
Seem disorgani ed and conf sed abo ho o beha e in rela ionships.
Cultural Differences in Attachment
Indi id al children, and children from differen c l res and famil backgro nds, ma sho sec re or
insec re a achmen differen l . Ad l s sho ld obser e children o see ho he e press he her he
feel sec re or no , b recogni e ha in some c l res and families, feelings ma no be e pressed as
openl as in o her c l res. In addi ion, some c l res enco rage heir children o be independen , so
for hese children, pla ing independen l ma no mean ha he are i hdra ing from rela ionships.
Teache a d Ca eg e Ma e a D ffe e ce.
The follo ing are some s ra egies ha eachers and caregi ers migh
a achmen s.
se o promo e children s sec re
To support the parent-child relationship:
Help paren s feel compe en and confiden in heir paren ing. No ice and describe hen paren s are
arm, responsi e, and n r ring i h heir child. Help paren s o iden if heir o n s reng hs as paren s
and o recogni e hen he are enjo ing ime i h heir child. In mos cases, he l ima e goal sho ld
al a s be o s reng hen he bond be een paren s and heir children.
Pro ide e ra s ppor o paren s hen needed. Some imes a child s emperamen , illness, beha ior,
or disabili ma be challenging for paren s (and eachers) and he ma need e ra s ppor o crea e
s rong, posi i e child-famil a achmen rela ionships. Use home isi s and indi id al ime i h he
famil
o pro ide reso rces and informa ion o ma ch he niq e needs of he famil .
To foster a secure relationship ith the child:
Be arm, responsi e, and affec iona e i h all children. Caregi ers and eachers affec ion helps
children feel or h hile and eaches hem ho o sho affec ion. Reading and responding o c es
gi en
b children is cri ical (e.g., smiling or reaching o indica e he
an o in erac , p lling a a or arching
heir back o indica e he need a break from he in erac ion, or sho ing sadness or dis ress).
Engage in meaningf l con ersa ional in erac ions i h children. Reciproci , aking rns in
in erac ions, helps o ng children feel compe en .
Be ph sicall and emo ionall a ailable hen a mobile infan or oddler e plores his/her en ironmen .
Mobile infan s and oddlers e plore heir en ironmen and re rn o heir special ad l s hen he need
a h g, a pa , or enco ragemen . Toddlers balance closeness o an ad l and e plora ion; he foc s on
accomplishing asks, e ill seek ad l help hen he need i .
Comfor children hen he are dis ressed. Infan s and oddlers learn o organi e and manage heir
emo ions hen ad l s consis en l respond o heir comm nica ion c es and comfor hem hen he
are dis ressed. When children feel insec re, s ressed, or ha e e perienced ra ma, neglec , ab se, or
mal rea men , eachers and caregi ers need o pro ide consis en emo ional s ppor o help children
feel safe and o help hem r s ad l s again.
Be an en h sias ic learning par ner. When ad l s are nin r si e, follo a child s lead d ring pla ,
and pro ide help ha s ppor s problem-sol ing, he child s confidence and mo i a ion o learn gro s.
Share a child s e ci emen abo learning and remember ha each momen d ring he da has he
po en ial for rela ionship b ilding.
Le children kno ha o
ill pro ide safe beha ior bo ndaries, keeping hem, heir peers, and heir
hings safe. Ad l s ho demons ra e and each infan s and oddlers ho o beha e in a social a b
e ample, ra her han elling children ha no o do, are no onl keeping children safe, b also
eaching hem ho o beha e i h o hers. For e ample, sho ing a child ho o o ch a peer gen l
ins ead of simpl elling hem o s op demons ra es he s i able beha ior.
Pro ide small gro ps, lo ad l -child ra ios, and primar care. An en ironmen ha allo s for
consis enc in personnel, s bs an ial ime, and adeq a e space o b ild 1:1 rela ionships is a ke
ingredien in forming s rong, heal h a achmen s be een children and ad l s.
Mo e caregi ers and eachers i h a gro p of children o a ne room as children de elop.
Consis enc is cri ical for infan s and oddlers as he ransi ion o ne en ironmen s. Allo ing for a
a o le ad l s
mo e i h some of he children o a ne en ironmen (infan care o a oddler classroom) ill help
children feel sec re as he face changes and ne challenges in he en ironmen .
De elop program policies o refer families ho need addi ional men al heal h s ppor o he righ
reso rces. Families ho e perience s ress need ongoing social s ppor , so ha he can be arm,
responsi e, and affec iona e i h heir children. Programs can help b pro iding families informa ion
and access o ma erials and o her reso rces. Programs can also ser e as a bridge be een families
and ser ices a ailable in heir comm ni ies.
Who are the children and families
ho ha e participated in research on attachment?
Researchers ha e s died a achmen for appro ima el 50 ears. T picall de eloping children, and
children i h disabili ies, incl ding children from lo – and middle-income families, ha e been obser ed
i h heir mo hers, fa hers, and eachers. Children from a arie of c l res ha e been obser ed o
de ermine c l ral differences in a achmen o heir paren s.
Resources for Parents
Bra el on, T.B., & Sparro , J.D. (2006). To chpoin s.
Bir h o 3: Yo r child s emo ional and beha ioral de elopmen (2nd ed.). Ne
York: Da Capo Press.
Goleman, D. (2006). Emo ional in elligence: Wh i can ma er more han IQ (10 h anni ersar edi ion).
Ne York: Ban am.
Lerner, C., & Dombro, A.L. (2006). Wha s bes for m bab and me: A hree-s ep g ide for paren s.
Washing on, DC:Zero o Three.
Where do I Find More Information on Attachment?
See he CSEFEL Web si e (h p://
. anderbil .ed /CSEFEL) for addi ional reso rces. There are
man books, ar icles, man als, and pamphle s a ailable ha describe he se of his s ra eg . These
incl de:
Honig, A.S. (2002). Sec re rela ionships. N r ring infan / oddler a achmen in earl care se ing.
Washing on, D.C.:NAEYC.
Karen, R (1998). Becoming a ached: Firs rela ionships and ho he shape o r capaci o lo e.
England: O ford Uni ersi Press.
Lall , R.J., Mangione, P.L., & Green ald, D. (2006). Concep s for care. Sa sali o, Ca: Wes Ed.
R er, M. (2008). Implica ions of a achmen heor and research for child care policies. In J. Cassid ,
& P.R. Sha er (Eds.), Handbook of a achmen : Theor , research and clinical applica ions (2nd ed., pp.
958 974). Ne York: G ilford Press.
Thompson, R.A. (2000). The legac of earl a achmen s. Child De elopmen , 71(1), 145-152.
What is the Scientific E idence on the Importance of Secure Attachments?
For hose ishing o e plore his opic f r her, he follo ing reso rces ma pro e al able.
Belsk , J. & Fearon, R.M.P. (2002). Earl a achmen sec ri , s bseq en ma ernal sensi i i , and
la er child de elopmen : Does con in i in de elopmen depend pon con in i of caregi ing?
A achmen and H man De elopmen , 4, 361-387.
Car er, A. S., Garri -Roko s, F.E., Cha an-Cohen, R., Li le, C., & Briggs-Go an, M.J. (2001).
Ma ernal depression and comorbidi : Predic ing earl paren ing, a achmen sec ri , and oddler
social-emo ional problems and compe encies. Jo rnal of he American Academ of Child and
Adolescen Ps chia r , 40 (1), 18-26.
Cassid , J., & Sha er, P.R. (2008). Handbook of a achmen : Theor , research and clinical applica ions
(2nd ed.). Ne York: G ilford Press.
Dono an, W., Lea i , L., Ta lor, N., & Broder, J. (2007). Ma ernal sensor sensi i i , mo her infan 9mon h in erac ion, infan a achmen s a s: Predic ors of mo her oddler in erac ion a 24 mon hs.
Infan Beha ior & De elopmen , 30 (2), 336-352.
Do ier, M., & R er, M. (2008). Challenges o he de elopmen of a achmen rela ionships faced b
o ng children in fos er and adop i e care. In J. Cassid , & P.R. Sha er, (Eds), Handbook of
a achmen : Theor , research and clinical applica ions (2nd ed., pp. 698 717). Ne York: G ilford
Press.
Mills-Koonce, W. R., W., Jean-Lo is, G., Propper, C., S on, K., Calkins, S., Moore, G., Co , M.
(2007). Infan and paren fac ors associa ed i h earl ma ernal sensi i i : A caregi er-a achmen
s s ems approach. Infan Beha ior & De elopmen , 30 (1) 114-126.
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