FDCM1002: 1: 19006445
The purpose of this essay is to demonstrate an understanding of various child
development theories by applying them to observations that have been carried out on
children and young people at different stages of development between birth and
eighteen years of age. All names and locations have been changed to maintain
confidentiality in line with current policies and there are no safeguarding concerns.
Relevant theories including cognitive, psychodynamic and behavioural theories will
be used to explain some possible determinants of behaviours. Ecological Systems
theory will demonstrate how social systems can impact behaviours and development.
Risk and Resilience theory will be applied to highlight the challenges children and
young people face in today’s fast paste society and how these adverse experiences
may hinder development which can lead to problems into adulthood.
Observation 1- 0-2 years.
At 1.30 a.m. a woman cradling a crying baby (around the age 8-12 months) over her
shoulder walks into a busy hospital corridor. The woman (who appears to be the
Mother) sits on a chair, with the baby pulled close into her chest covered with a soft
blanket. The baby whimpers quietly, a Doctor sits next to them and speaks softly, the
woman continues to hold the baby closely, her expression suggests she is worried,
she is frowning slightly and biting her lip. The baby becomes increasingly distressed,
crying loudly and thrashing his/her body around as the Doctor completes his tests.
The woman speaks to the baby softly “Ok, it’s ok, nearly finished” as she holds the
baby’s arms across his chest to avoid the baby knocking the stethoscope off his/her
chest. The Doctor leaves, the woman cradles the child’s head into her neck and
gently rocks as she makes a quiet “shhh” sound. The child begins to calm, stops
crying and closes his/her eyes.
The baby is unwell and becomes more distressed when approached by a ‘stranger’.
It is within normal development for babies and young children to be wary of strangers
(Bowlby, 2008, p. 324). Fear of the stranger coupled with the child feeling unwell will
activate the attachment system. The innate response to danger that keeps infants
safe by alerting the care giver (Bowlby, 1973, cited in Fonagy, 2001, p. 9). It is
proposed that infants increase their chances of survival through pre-programmed
behaviours (Goldberg, 2000, p. 8).
Page | 1 SN-19006445
, “Attachment behaviour is designed to restore the sense of security that comes from
knowing that the secure base is there in case it is needed” (Beckett and Taylor, 2019,
p. 53).
Bowlby (2008, p. 179) suggests that the primary attachment figure can reduce the
baby’s fear and de-activate the attachment system through sight, sound of voice and
physical touch this appears to be true for the child in the observation as the mother
makes a gentle sound whilst holding her baby close helping him/her to relax. Fonagy
suggests that Mentalization plays an important role in the baby developing a secure
primary attachment. Mentalization is being aware that the baby has its own mind that
thinks and feels differently to our own. The caregiver should try to understand the
baby’s current mental state through verbal and behavioural cues (Fonagy, Gergely
and Target, 2006).
Babies are unable to regulate their emotional states, this needs to be done by
caregivers on the baby’s behalf. The primary caregiver appears to be in tune with the
baby, understanding their distress and regulating it. When the attachment figure
responds appropriately to the child’s current needs the baby can be brought back to
a comfortable mental state. Through touch, tone of voice and gentle motion both the
mother and child’s heartrates can slow, and they can mirror each other’s feelings of
tranquillity (Gerhardt, 2015). Both the Mother and the child were showing signs of
distress, as the mother held the baby close, they began to calm. A study carried out
by Tracy and Ainsworth (1981, p. 1341) revealed that Mothers who soothed their
babies through close bodily contact such as cuddling developed stronger
attachments. When the attachment figure is available and responds to the Baby’s
mental state appropriately, the baby’s emotions are being reinforced and regulated,
this helps the child to understand their own thoughts and feelings as well as that of
others (Music, 2017, p. 69).
Observation 2, Two-Five years.
A young child is sitting with a woman in a school playground, the child is wearing a
preschool uniform, he appears to be around 3-4 years old. “why don’t you have a
peak in the window, see if you can spot Robyn?”. The child runs over to a large
window and presses his face against it, as he breathes the window mists up, so he
licks it clean! All the children inside the class are looking at the child and laughing.
Page | 2 SN-19006445
The purpose of this essay is to demonstrate an understanding of various child
development theories by applying them to observations that have been carried out on
children and young people at different stages of development between birth and
eighteen years of age. All names and locations have been changed to maintain
confidentiality in line with current policies and there are no safeguarding concerns.
Relevant theories including cognitive, psychodynamic and behavioural theories will
be used to explain some possible determinants of behaviours. Ecological Systems
theory will demonstrate how social systems can impact behaviours and development.
Risk and Resilience theory will be applied to highlight the challenges children and
young people face in today’s fast paste society and how these adverse experiences
may hinder development which can lead to problems into adulthood.
Observation 1- 0-2 years.
At 1.30 a.m. a woman cradling a crying baby (around the age 8-12 months) over her
shoulder walks into a busy hospital corridor. The woman (who appears to be the
Mother) sits on a chair, with the baby pulled close into her chest covered with a soft
blanket. The baby whimpers quietly, a Doctor sits next to them and speaks softly, the
woman continues to hold the baby closely, her expression suggests she is worried,
she is frowning slightly and biting her lip. The baby becomes increasingly distressed,
crying loudly and thrashing his/her body around as the Doctor completes his tests.
The woman speaks to the baby softly “Ok, it’s ok, nearly finished” as she holds the
baby’s arms across his chest to avoid the baby knocking the stethoscope off his/her
chest. The Doctor leaves, the woman cradles the child’s head into her neck and
gently rocks as she makes a quiet “shhh” sound. The child begins to calm, stops
crying and closes his/her eyes.
The baby is unwell and becomes more distressed when approached by a ‘stranger’.
It is within normal development for babies and young children to be wary of strangers
(Bowlby, 2008, p. 324). Fear of the stranger coupled with the child feeling unwell will
activate the attachment system. The innate response to danger that keeps infants
safe by alerting the care giver (Bowlby, 1973, cited in Fonagy, 2001, p. 9). It is
proposed that infants increase their chances of survival through pre-programmed
behaviours (Goldberg, 2000, p. 8).
Page | 1 SN-19006445
, “Attachment behaviour is designed to restore the sense of security that comes from
knowing that the secure base is there in case it is needed” (Beckett and Taylor, 2019,
p. 53).
Bowlby (2008, p. 179) suggests that the primary attachment figure can reduce the
baby’s fear and de-activate the attachment system through sight, sound of voice and
physical touch this appears to be true for the child in the observation as the mother
makes a gentle sound whilst holding her baby close helping him/her to relax. Fonagy
suggests that Mentalization plays an important role in the baby developing a secure
primary attachment. Mentalization is being aware that the baby has its own mind that
thinks and feels differently to our own. The caregiver should try to understand the
baby’s current mental state through verbal and behavioural cues (Fonagy, Gergely
and Target, 2006).
Babies are unable to regulate their emotional states, this needs to be done by
caregivers on the baby’s behalf. The primary caregiver appears to be in tune with the
baby, understanding their distress and regulating it. When the attachment figure
responds appropriately to the child’s current needs the baby can be brought back to
a comfortable mental state. Through touch, tone of voice and gentle motion both the
mother and child’s heartrates can slow, and they can mirror each other’s feelings of
tranquillity (Gerhardt, 2015). Both the Mother and the child were showing signs of
distress, as the mother held the baby close, they began to calm. A study carried out
by Tracy and Ainsworth (1981, p. 1341) revealed that Mothers who soothed their
babies through close bodily contact such as cuddling developed stronger
attachments. When the attachment figure is available and responds to the Baby’s
mental state appropriately, the baby’s emotions are being reinforced and regulated,
this helps the child to understand their own thoughts and feelings as well as that of
others (Music, 2017, p. 69).
Observation 2, Two-Five years.
A young child is sitting with a woman in a school playground, the child is wearing a
preschool uniform, he appears to be around 3-4 years old. “why don’t you have a
peak in the window, see if you can spot Robyn?”. The child runs over to a large
window and presses his face against it, as he breathes the window mists up, so he
licks it clean! All the children inside the class are looking at the child and laughing.
Page | 2 SN-19006445
