1.

I would define attachment for little children as an emotional bond that is formed between
the little child and their primary caregiver, which is usually their parent. This bond provides
them with a sense of security and comfort. This attachment is needed from their caregiver for
safety and reassurance. As children grow older, their attachment may expand to include other
caregivers and peers, or even teachers. Children do not seek the same comfort they did before
because they are not scared of strangers anymore. They are used to having many people
around and tend to be okay alone without their caregiver. Adults also form attachments, but
they are from relationships that they’ve made. They seek out people who bring them comfort
but in a more complex way.

My definition is like the one shown in the video, which emphasizes the importance of
the caregiver-child relationship. When the children’s moms would leave the room, they would
search for them because their primary caregiver provides them with safety and comfort.

The definition in the textbook defines attachment as “a deep, enduring emotional bond
between people (Ainsworth, 1973). Typically, the most powerful attachments children have are
with their parents. Parent–child attachment forms the foundation for children’s personality and
emotional well-being in the classroom. Children balance wariness and curiosity by using the
attachment figure as a secure base when there is no threat and as a safe haven when they feel
threatened.”

Attachment serves several functions for children, including providing a secure base for
exploration and learning, regulating emotions and stress, and shaping social and emotional
development. Attachment can vary for different children depending on their temperaments,
experiences, and relationships with caregivers. Children who do not have a primary caregiver
often do not develop attachment and their development lacks.

2. Children have separation anxiety because they have formed a strong attachment to their
caregiver and fear being separated from them. Infants become wary of strangers at around 8 to
9 months of age. It is a normal part of development because they seek their primary caregiver
to give them comfort and let them know that the stranger is safe.
Educators can help children who have trouble separating by providing a warm and caring
environment that promotes a sense of safety and security. They can also do things around the
classroom to make them feel comfortable for example establish a predictable routine: Having a
consistent routine can help children feel more secure and in control. Encouraging families to be
involved in the classroom can help children feel more connected and secure. Educators can
invite families to participate in classroom activities. If parents are active in school the child
knows that they are in a safe space. Educators can also offer positive reinforcement. Praising
children for their bravery and highlighting their successes can help build their confidence and
reduce anxiety.