PART A: Essay

Explain how attachment theory underpins social and emotional development for
children from 0-3 years old. Explain how a child’s experience either limits or supports the
development of their social & emotional skills.

Attachment theories explore the relationship that a child forms within the first year of

their life, outlining an individuals emotional understanding of another person (Nagel,

2012). The theory of Attachment originated from the influential research carried out by

theorist John Bowlby (1958). His theory was based on the understanding that people

needed comfort and love, especially in childhood (Bowlby, 1969). Socially competent

children have quality role modelling, secure attachments and plentiful play

opportunities. Emotional development is the temperament of each child and how

comfortable they feel around adults or strangers. A secure attachment acts as the

primary source of a child’s security, self-esteem, self-control and social skills (Nagel,

2012). The type of attachment a child experiences will impact on the development of

their emotional and social skills throughout their life.

Attachment theories underpin the development of both social and

emotional skills and the impact that they have on children aged 0-3. Bowlby explored

that children who felt understood and cared for would also develop a strong sense of

self and resilience.If a child feels safe and secure they will explore the environment they

are in and learn from the experiences that they encounter (Nagel, 2012). This relationship

act as a model for all future relationships, so disruptions can have severe consequences

on emotional and social development (Bowlby, 1969). A positive, secure relationship will

promote more time for social engagement, better emotional regulation and an increased

ability to understand and express feelings (Cozolino, 2013). Bowlby (1958) explored the

ages of 0-5 years, calling them the critical period for attachment. If an attachment has

not formed during this period the child is highly likely to suffer from irreversible

developmental delays, such as reduced ability for intellectual advancement or increased

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aggression (Bowlby, 1958). Bowlby explores the idea that love is needed during brain

development to promote positive implications that are carried with the child through

their life. Cozolino (2013) explored the discovery of mirror neurons, and how a caregiver

relies on these systems to stay emotionally attuned to their children. Ainsworth (1970)

identified three main styles of attachment that appear as a result of early childhood

interactions, secure, insecure avoidance and insecure ambivalent (Ainsworth, 1970).

Secure children have an understanding that their attachment figure will be available to

meet all of their needs (Ainsworth, 1970). This secure relationship provides a safe base for

them turn to in times of distress (Main, & Solomon, 1990). The insecure avoidant

attachment style will find children becoming independent of their caregiver as their

needs are likely not to be acknowledged (Ainsworth, 1967). Finally, insecure ambivalent

children show dependent, clingy behaviours and who can be difficult to sooth when

distressed (Ainsworth, 1967). During the first few months of an infants life they are

capable of finding secure attachments with multiple family members (Nagel, 2012). At

approximately six months of age, the child will begin to demonstrate one main bond

with their primary caregiver, becoming distressed or anxious when separated from them

(Nagel, 2012). Nagel (2012) highlights that this is a normal experiences and is a very

important emotional milestone. This separation anxiety reaches its highest point

anywhere between ten and eighteen months and can continue until around age two

(Nagel, 2012). The following year is an opportunity to establish further attachment points

and seek greater contact as a means of security (Nagel, 2012). A secure attachment style

will ensure maximum development of both domains promoting empathy, a sense of

welcome and love and positive relationships throughout a child’s life.

Children need positive attachment points within their lives to ensure a

base for the development of their social and emotional skills. Children are biologically
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programmed to seek closeness (Nagel, 2012). This need for love and a stable relationship

between child and caregiver emerges as a primary task during the first years of an

infants life (Toth & Manly, 2018). The base that is formed through these attachments

provides the child with a sense of safety that allows them to explore the settings they are

in, leaving them feeling in control and their brain is in a state of neuroplasticity.

Through this play, children come to understand the concept of empathy and what is

required to create a sense of welcome and love. Empathy is highlighted as an important

aspect of not only emotional development but social development as well (Nagel, 2012).

Nagel (2012) defined empathy as the ability to feel an emotion that is similar to one

experienced by someone else. In the early stages of an infants life they are able to

demonstrate involuntary acts of empathetic behaviours (Nagel, 2012). However, true

empathy requires an understanding that oneself is distinct and different from other

people, and so cannot begin to fully develop until age two (Nagel, 2012). The ability to

empathise continues to increase as a child continues to understand a wider range of their

emotions (Nagel, 2012). Toth and Manly (2018) express that early caregiving experiences

influence the quality of current as well as future relationships. Children who are loved

and whose needs are met are more likely to develop positive expectations of

relationships in regards to trust and the availability of love (Toth & Manly, 2018). During

the first few months of a child’s life the caregiver assists in regulating emotions by

controlling the situations and over stimulation the child is exposed to (Nagel, 2012).

Around roughly six months of age, the infant will demonstrate emotional regulation by

turning away from unpleasant stimuli on their own accord (Nagel, 2012). As a child ages

they develop greater independence with enhanced movement and language skills,

creating their own strategies for avoiding unpleasant situations (Nagel, 2012). Positive

emotional regulation can be enhanced by providing praise, sensitivity to a child’s needs,

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security, encouragement, structure and cognitive support (Nagel, 2012). Not all children,

however, are provided with this secure base, in turn, causing them to be exposed to less

positive experiences within their development.

When a child is not provided a safe and secure attachment they are often

unable to socially or emotionally regulate themselves. It has been proven that neglect of

a child, or failing to provide the basic need of love and security can result in a cascade

of negative consequences across multiple domains of development (Young & Widom,

2014). Children who are exposed to criticism, coldness, indifference to needs, physical or

verbal control and a lack of structure are associated with poor emotional regulation

(Nagel, 2012). As these children grow and mature, research has shown that absence of

nurture within development can have long term drastic consequences (Nagel, 2012). This

was supported by Young and Widom (2014) who also explored that children who are left

without the feeling of being loved or cared for have been found to show specific deficits

in understanding, recognising and expressing emotions. They are at risk of exhibiting

social delays, deficits in empathy and a decreased engagement in prosocial behaviour

(Young & Widom, 2014). Young and Widom (2014) carried out a study that explored the

impact of mental health and its relationship with attachment in childhood. The results

suggests that children who do not form a secure attachment have a higher chance of

developing mental illnesses later in life, due to feeling worthless or unwanted (Young &

Widom, 2014). This was supported by Zeanah and Humphreys (2018) who explained that

the most prevalent outcome of absent secure attachment was mental health problems.

Zeanah and Humphreys (2018) also explored how this unmet desire for love may impact

children socially. They stated that adolescents, who experienced this neglect during

childhood, are more likely to develop academic problems, delinquency and issues in

social relationships. Attachment and security provide a base for children to enhance
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their emotional and social skills, however, a negative impact on this can cause issues

that hinder throughout a child’s life.

Attachment points and a secure base is need in early childhood to

relationship building throughout a child’s life. The theory of Attachment derived from

the research carried out by John Bowlby, who came to the conclusion that comfort and

love is a basic human need (Bowlby, 1969). The relationships built during. infancy model

the relationships that develop in a child’s future. This supports the importance of early

attachment and the negative impact that disruptions can have on social and emotional

skill development (Bowlby, 1969). Positive relationships form a secure attachment type

that will ensure that the child can effectively engage socially and regulation their

emotions (Cozolino, 2013). Those children who are unable to find safety in a relationship

find it difficult to recognise, understand and express emotions (Young & Widom, 2014).

This can spiral into experiencing social delays, deficits in empathy and a decreased

ability to express prosocial behaviour (Young & Widom, 2014). Overall, attachment

underpins the social and emotional development of children between the ages zero and

three, whether that be in a positive or negative way.

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References

Ainsworth, M. D. S. (1967). Infancy in Uganda: Infant care and the growth of love.

Ainsworth, M. D. S., & Bell, S. M. (1970). Attachment, exploration, and separation: Illustrated

by the behavior of one-year-olds in a strange situation. Child Development, 41, 49-67.

Behrens, K. Y., Hesse, E., & Main, M. (2007). Mothers' attachment status as determined by the

Adult Attachment Interview predicts their 6-year-olds' reunion responses: A study

conducted in Japan. Developmental Psychology, 43(6), 1553.

Bowlby J. (1969). Attachment. Attachment and loss: Vol. 1. Loss. New York: Basic Books.

Bowlby, J. (1958). The nature of the childs tie to his mother. International Journal of

Psychoanalysis, 39, 350-371

Cozolino, L. (2013). The Social Neuroscience of Education; Optimizing attachment & earning

in the classroom. New York: Norton

Main, M., & Solomon, J. (1990). Procedures for identifying infants as disorganized/disoriented

during the Ainsworth Strange Situation. In M.T. Greenberg, D. Cicchetti & E.M.

Cummings (Eds.), Attachment in the Preschool Years (pp. 121–160). Chicago,

University of Chicago Press.

Nagel, M.C. (2012) In the beginning: the brain, early development and learning. Camberwell,

VIC: ACER Press

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Toth, S., & Manly, J. (2018). Developmental Consequences of Child Abuse and Neglect:

Implications for Intervention. Child Development Perspectives, 13(1), 59-64. doi:

10.1111/cdep.12317

Young, J., & Widom, C. (2014). Long-term effects of child abuse and neglect on emotion

processing in adulthood. Child Abuse & Neglect, 38(8), 1369-1381. doi: 10.1016/

j.chiabu.2014.03.008

Zeanah, C., & Humphreys, K. (2018). Child Abuse and Neglect. Journal Of The American

Academy Of Child & Adolescent Psychiatry, 57(9), 637-644. doi: 10.1016/j.jaac.

2018.06.007

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 PART B: Analysis of Play Scenario
Using the running record, the CASEL social and emotional competencies and the
ACARA personal and social learning continuum, analyse the social and emotional
abilities of both of the pre-primary children as they play in the home corner.

Development in the social and emotional domains ensures that students are able to progress in

both their learning and skill development (Miyamoto, Huerta, & Kubacka, 2015). Measuring social and

emotional capability is valuable to providing educators with the opportunities to improve the

learning and environments the students are exposed to (Miyamoto et al., 2015).

Self-Awareness

The ability to identify one’s own emotions and thoughts and the impact they have on behaviour,

promoting accurate evaluation of strengths and limitations based on confidence and optimism.

Megan: Megan shows limited self-awareness in this play through, however, this is only one

scenario. She is able to express her personal preference which is seen when she states, “I want

to give it to her,” and, “I want to be the mum…” Megan is very capable of identifying what she

wants, although, she is unable to identify or understand why she wants these outcomes. It is

normal for a student at age five to be at this stage as they are only just beginning to explore

emotions and empathy fully, the foundation for self awareness are forming nicely.

- recognising emotions: 1a (recognise and identify their own emotions)

- recognise personal qualities and achievements: 1a (express a personal preference)

- understand themselves as learners: 1a (select tasks they can do in different learning contexts)

- develop reflective practice: 1a (recognise and identify participation or completion of a task)

Sarah: Through Sarah’s interactions it is clear that she is comfortable to express herself and the

experiences that she faces. This sequence of events shows Sarah providing her opinion and

reasoning to support her feelings. When Sarah said, “No… You were the mum yesterday,” she is

first of all expressing that she isn’t happy and possibly frustrated, as well as presenting cause for

these feelings. The underlying message of this dialogue is that Sarah is aware of what she likes

and what she wants and that she is well on her way in the development of her self-awareness.

- recognising emotions: 1a (recognise and identify their own emotions)

- recognise personal qualities and achievements: 1b (identify their likes and dislikes, needs
and wants, and explore what influences these)

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- understand themselves as learners: 1a (select tasks they can do in different learning contexts)

- develop reflective practice: 1a (recognise and identify participation or completion of a task)

Social Awareness

Capability of one to empathise with others, coming to understand social and ethical standards

for behaviour and recognising resources available for support and guidance.

Megan: Megan shows her ability to recognise Sarah’s emotions and feelings on two occasions,

when she first enters the play and at ‘feeding time.’ When she enters the home corner Megan is

able to hear the firmness in Sarah’s voice when she says, “Don’t touch her, she’s sleeping.”

Through recognising this Megan is able to understand that if she does try to handle the doll

Sarah may get upset. Similarly, when Megan wants to feed the baby, she notices the sternness in

Sarah’s voice and so poses a question to Sarah about what she can do to be involved.

- appreciate diverse perspectives: 1b (acknowledge that people hold many points of view)

- contribute to civil society: 1a (shows awareness for the feelings and interests of others)

- understand relationships: 1b (explore relationships through play and group experiences)

Sarah: Sarah shows limited ability to empathise with Megan throughout this play scenario. She

does not seem to take into consideration Megan’s feelings and the fact that she wants to be

involved. Sarah only involves Megan in the play when Megan initiates the conversation. For

example, “Would you like a cup of tea?” and “Can I give the milk to her?” are both questioned

asked by Megan and the only times that Sarah includes her in the play. This demonstrates that

she shows little interest in Megans interests or feelings throughout the specific scenario.

- appreciate diverse perspectives: 1a (shows awareness for the feelings and interests of others)

- contribute to civil society: 1a (shows awareness for the feelings and interests of others)

- understand relationships: 1a (shows awareness for the feelings and interests of others)

Responsible Decision Making

The potential to make choices about one’s behaviour and interactions. This allows for and

understanding of consequential actions and promotes the consideration of others.

Megan: Megan shows that she is able to make responsible decisions when she chooses to give

Sarah the opportunity to take the main role as ‘mum.’ Megan initially wanted to take the lead in

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the scenario, however after Sarah stated, “No, she’s my baby today and I want to give her the

bottle,” Megan was able to take a back seat and accept that everyone deserves to have a turn.

She took into consideration the feelings that Sarah may begin to experience if she had refused to

give the bottle up. The development of forward thinking will benefit Megan throughout her life.

Sarah: Sarah showed that she is capable of making positive decisions when she suggested to

Megan that she be a friend of the ‘mum’ in the play scenario. During this time she was able to

make a constructive choice that benefited the social interaction that was occurring. The ability

to make a decision and put forward an idea instantly shows that she is able to take into

consideration what others may be feeling. In the scenario Megan could possibly have felt left

out of the play as she had no obvious role, however, Sarah solved this problem moving toward

the social norm and exploring inclusion.

* Although neither situation requires a decision to be made based on safety or ethical standards,

both students are presenting the foundations for this to be able to develop later in their lives.

Self-Management

The ability to successfully regulate ones emotions when exposed to different situations

promoting stress management and self motivation.

Megan: Throughout the play scenario Megan is positioned to experience many emotions in

which she has to regulate in order to continue enjoying the situation. When Sarah insists that

Megan cannot be the ‘mum,’ Megan is able to control the emotions that she is feeling and in

turn asks, “…who else can I be?” In this example, instead of becoming upset, Megan makes a

choice based on the fact that she would like to continue to participate in the play. She accepts

that Sarah would like to take the ‘mum’ role, expressing that she would still like to be involved.

- express emotions appropriately: 1b (express emotions effectively in interactions with others)

- develop self-discipline and set goals: 1a (make a choice to participate in a class activity)

- work independently and show initiative: shows some 1b (attempt tasks independently)

- become confident, resilient and adaptable: 1a (identify people and situations with which they
feel a sense of familiarity or belonging)

Sarah: Sarah does not explicitly state her emotions, however, she is able to deal with them in a

positive way throughout the play with Megan. When Megan is hesitant to give Sarah the bottle

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during feeding time, Sarah could have easily made a big deal about it. Instead she explains that

she would like to be the ‘mum’ in a calm way, exploring that Megan was “the mum yesterday.”

Sarah also shows that she can manage herself when she beings to play independently, showing

that she play and experience within herself as well as with her peers.

- express emotions appropriately: 1b (express emotions effectively in interactions with others)

- develop self-discipline and set goals: 1a (make a choice to participate in a class activity)

- work independently and show initiative: mainly 1b (attempt tasks independently)

- become confident, resilient and adaptable: 1a (identify people and situations with which they
feel a sense of familiarity or belonging)

Relationship Skills/Social Management

The capacity to be able to establish and maintain positive relationships as a result of being able

to communicate, listen and cooperate with others.

Megan: When Megan noticed Sarah playing she was able to seamlessly join in and involve.

herself and Sarah. Megan’s first interaction with Sarah was, “Would you like a cup of tea?” This

explores that she understood the scenario that was being played out and was able to make a

positive impact through joining. She was able to understand what Sarah wanted and was able to

respond to this by agreeing and consulting Sarah about what Sarah wanted her to do.

- communicate effectively: 1b (identify positive ways to join conversations with peers)

- work collaboratively: 1a (respond to the feelings, needs and interests of others)

- make decisions: 1a (respond to the feelings, needs and interests of others)

- negotiate and resolve conflict: 1a (respond to the feelings, needs and interests of others)

- develop leadership skills: 1a (respond to the feelings, needs and interests of others)

Sarah: Sarah is able to communicate effetely to Megan, showing an understanding of what she

wants, and an explanation as to why Sarah disagrees with this. Sarah is able to create new

opportunities for Megan to be involved, helping Megan feel included and that she is being

acknowledged. Sarah provides Megan with the idea that she the, “friend and … push [the] baby

when we go for a walk.” This is Sarah making effective, rapid decisions that benefit the play

and the student involved.

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- communicate effectively: 1a (respond to the feelings, needs and interests of others)

- work collaboratively: 1a (respond to the feelings, needs and interests of others)

- make decisions: 1b (identify options when making decisions to meet the needs of others)

- negotiate and resolve conflict: 1a (respond to the feelings, needs and interests of others)

- develop leadership skills: 1a (respond to the feelings, needs and interests of others)

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References

Australian Curriculum, Assessment and Reporting Authority. (2012). Personal and

Social Capability learning continuum. Retrieved from https://www.australian

curriculum.edu.au/media/1078/general-capabilities-personal-and-social-

capability-learning-continuum.pdf

Collaborative for Academic, Social and Emotional Learning (CASEL) (2017). Core

SEL competencies. Retrieved from https://casel.org/wp-content/uploads/

2017/01/Comptencies.pdf

Miyamoto, K., Huerta, M. C., & Kubacka, K. (2015). Fostering Social and Emotional

Skills for Well-Being and Social Progress. European Journal of Education,

50(2), 147–159.https://doi-org.ipacez.nd.edu.au/10.1111/ejed.12118

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