1. Attachment- a close two-way emotional bond that is essential for the
individual’s emotional security. It starts with the infants and caregivers, it’s
the responsiveness of the caregiver that has profound effects.
2. How do we know when an attachment has formed? – proximity- stays
physically close to attachment figure. secure base behaviour- making
regular contact with them, separation distress- anxiety when figure leaves
presence.
3. Reciprocity- the way that two people interact in a reciprocal way, both
baby and caregiver respond to each other and elicits a response from the
other. TURN TAKING.
4. Attachment behaviours- proximity- people stay physically close together.
5. Secure base- make regular contact with them. separation distress- signs of
stress when being apart.
6. Alert phases- the baby signals (eye contact/ screaming) to tell the mother
that they want interaction. Both mum and baby pay close attention to each
other from 3 months old.
7. Active involvement- both babies and caregivers can initiate interactions
taking turns. LIKE A DANCE. Babies also take an active role.
8. Interactional synchrony- both baby and caregiver reflect/mirror the
actions/emotions of each other in a synchronised way.
9. Meltzoff and Moore- observed interactional synchrony in babies two weeks
old. The adult displayed one of three expressions, the baby was filmed and
was likely to mirror these expressions.
10.Russel Isabella- observed the degree of synchrony and importance of
attachment. Observed 30 mothers and babies, high levels of synchrony
were associated with better quality attachment.
11.Extraneous variables- factors that you’re not investigating that could affect
the outcomes of the research.
12.Strengths- experiment in a lab- no extraneous variables, controlled
environment, likely to see key behaviour.
Baby is filmed- observe more vividly/analyse and establish inter rater reliability
which will make it more valid and reliable, baby is not distracted.
STRENGTH- Evidence from Isabella et al that interactional synchrony predicted
good quality attachment. So care giver infant interaction is important in
development.
13.Weakness- difficult to examine/interpret babies’ behaviour, small hand
gestures almost immobile, difficult to give actions a certain meaning or
significance.
, 14.LIMITATION- Just by observing babies’ behaviour does not tell us its
developmental importance, synchrony is observable behaviour. Synchrony
gives words to patterns of observable behaviour but doesn’t tell us purpose
of it.
Stages of attachment: asocial stage, indiscriminate attachment, specific
attachment, multiple attachment.
1. Asocial stage- the baby shows similar behaviour towards inanimate
objects and people. However, they show a preference to be with people.
Forming bonds which form basis of later attachment.
2. Indiscriminate attachment- from 2 to 7 months babies have more of a
preference to be with people but they will seek comfort and cuddles
from anyone. There is no stranger or separation anxiety.
3. Specific attachment- babies become attached to their primary
attachment figure, there is stranger and separation anxiety. Its not just
the person who spends the most time with the baby but the one who
responds to their signals with most skill.
4. Multiple attachment- their primary attachment figure will extend to
other secondary attachment figures. Around age of one.
5. Multiple attachment- attachments to two or more people, most babies
develop this after one strong attachment.
6. Shaffer and emersons research involved observing babies’ formation of
attachment, they observed 60 babies, 31 boys and 29 girls from skilled
working class families in Glasgow and the mothers observed them. they
also assessed stranger anxiety. Between 25-32 weeks Found that 50% of
babies separation anxiety towards an adult, attachment with person
who were most sensitive to signals. Measured- attachment- response to
the caregiver leaving the room. Stranger anxiety- response to unfamiliar
people.
7. Strengths- good external validity- the mothers could observe the babies
at home so their behaviour was more natural than it would be in a lab.
8. Longitudinal study- children followed up over time and observed
regularly, good internal validity no confounding variables.
9. Practical application in daycare, asocial and indiscriminate is straight
forward as can be comforted by any skilled adult but specific may be
difficult.
10.Weakness- in the asocial stage many babies are immobile, so it is
difficult to detect whether they are anxious or not. They will not be
objective observers. They might be quite social but due to flawed
methods they appear asocial.
individual’s emotional security. It starts with the infants and caregivers, it’s
the responsiveness of the caregiver that has profound effects.
2. How do we know when an attachment has formed? – proximity- stays
physically close to attachment figure. secure base behaviour- making
regular contact with them, separation distress- anxiety when figure leaves
presence.
3. Reciprocity- the way that two people interact in a reciprocal way, both
baby and caregiver respond to each other and elicits a response from the
other. TURN TAKING.
4. Attachment behaviours- proximity- people stay physically close together.
5. Secure base- make regular contact with them. separation distress- signs of
stress when being apart.
6. Alert phases- the baby signals (eye contact/ screaming) to tell the mother
that they want interaction. Both mum and baby pay close attention to each
other from 3 months old.
7. Active involvement- both babies and caregivers can initiate interactions
taking turns. LIKE A DANCE. Babies also take an active role.
8. Interactional synchrony- both baby and caregiver reflect/mirror the
actions/emotions of each other in a synchronised way.
9. Meltzoff and Moore- observed interactional synchrony in babies two weeks
old. The adult displayed one of three expressions, the baby was filmed and
was likely to mirror these expressions.
10.Russel Isabella- observed the degree of synchrony and importance of
attachment. Observed 30 mothers and babies, high levels of synchrony
were associated with better quality attachment.
11.Extraneous variables- factors that you’re not investigating that could affect
the outcomes of the research.
12.Strengths- experiment in a lab- no extraneous variables, controlled
environment, likely to see key behaviour.
Baby is filmed- observe more vividly/analyse and establish inter rater reliability
which will make it more valid and reliable, baby is not distracted.
STRENGTH- Evidence from Isabella et al that interactional synchrony predicted
good quality attachment. So care giver infant interaction is important in
development.
13.Weakness- difficult to examine/interpret babies’ behaviour, small hand
gestures almost immobile, difficult to give actions a certain meaning or
significance.
, 14.LIMITATION- Just by observing babies’ behaviour does not tell us its
developmental importance, synchrony is observable behaviour. Synchrony
gives words to patterns of observable behaviour but doesn’t tell us purpose
of it.
Stages of attachment: asocial stage, indiscriminate attachment, specific
attachment, multiple attachment.
1. Asocial stage- the baby shows similar behaviour towards inanimate
objects and people. However, they show a preference to be with people.
Forming bonds which form basis of later attachment.
2. Indiscriminate attachment- from 2 to 7 months babies have more of a
preference to be with people but they will seek comfort and cuddles
from anyone. There is no stranger or separation anxiety.
3. Specific attachment- babies become attached to their primary
attachment figure, there is stranger and separation anxiety. Its not just
the person who spends the most time with the baby but the one who
responds to their signals with most skill.
4. Multiple attachment- their primary attachment figure will extend to
other secondary attachment figures. Around age of one.
5. Multiple attachment- attachments to two or more people, most babies
develop this after one strong attachment.
6. Shaffer and emersons research involved observing babies’ formation of
attachment, they observed 60 babies, 31 boys and 29 girls from skilled
working class families in Glasgow and the mothers observed them. they
also assessed stranger anxiety. Between 25-32 weeks Found that 50% of
babies separation anxiety towards an adult, attachment with person
who were most sensitive to signals. Measured- attachment- response to
the caregiver leaving the room. Stranger anxiety- response to unfamiliar
people.
7. Strengths- good external validity- the mothers could observe the babies
at home so their behaviour was more natural than it would be in a lab.
8. Longitudinal study- children followed up over time and observed
regularly, good internal validity no confounding variables.
9. Practical application in daycare, asocial and indiscriminate is straight
forward as can be comforted by any skilled adult but specific may be
difficult.
10.Weakness- in the asocial stage many babies are immobile, so it is
difficult to detect whether they are anxious or not. They will not be
objective observers. They might be quite social but due to flawed
methods they appear asocial.
