Topic 5 developmental psychology Flashcards
Ainsworth and bell
Ainsworth and Bell studied 56 white middle class children who were just under 1 year old in a Strange
Situation task. Each child would be tested individually over a series of 8 episodes, each lasting 3
minutes. Firstly, the mother and child enter and settle into the room which has toys in it, then the
mother sits and reads whilst the child plays. In episode 3, a stranger enters and initially talks with the
mother before trying to engage with the child. The mother leaves in episode 4, so that the child is left
with the stranger. In episode 5, the mother returns to comfort the child before both the stranger and
the mother leave. Episode 6 involves the child being left completely on their own before (in episode 7)
the stranger enters and tries to comfort the child. In episode 8, the mother returns and the stranger
leaves. Throughout the procedure, observations were conducted through a one-way mirror. These
involved both frequency measures and intensity measures. What these revealed was that when the
mother was present (particularly during episode 2) the child would generally engage in exploratory
behaviours; however, when the mother was absent, these exploratory behaviours would be reduced
and, instead, there would be an increase in attachment behaviours (e.g. crying). Efforts to interact with
the mother would be intensified by brief separation experiences.
Ainsworth - three types of attachment
The attachment that is formed between the parent and child is not the same for everyone. It depends on how the parents respond and develop their own parenting style.
Ainsworth proposed there are 3 key types of attachment
According to Ainsworth, the crucial feature determining the quality of attachment is the mother’s sensitivity
Secure (approx 70%)
- Sensitive and loving such as picking up and reassuring a child.
Actively seeks and maintains proximity to caregiver.
May show distress at caregiver’s absence
Insecure-avoidant (15%)
- Insensitive and rejecting e.g. ridiculing or becoming annoyed
Avoids carer at times of need.
Avoids proximity to carer at reunion.
Not distressed by carer’s absence.
Insecure-resistant (15%)
- Insensitive or inconsistent e.g. mood swings, over reacting or highlighting carer’s own needs.
Exaggerates distress and anger to ensure caregiver notices
Insecure-disorganised
Insensitive and not normal, such as frightening or frightened, or sexualised, and care not always shown when child is distressed
Bizarre and contradictory behaviours e.g. freezing or running away from parent
Insecure - disorganised (4th type later identified by Main and Solomon)
- Insensitive and not normal, such as frightening or frightened, or sexualised, and care not always shown when child is distressed
Bizarre and contradictory behaviours e.g. freezing or running away from parent
sensitive mother and secure child : see things from baby perspective. correct interpreting signal, respond to needs
insensitive mom and insecure child : exclusively in terms of her own wish, mood, activity when react
Harlow - need for comfort as well as food
- separated 8 monkeys from their mothers at birth.
- Placed them in cages with access to two surrogate mothers – one made from wire and one covered in cloth.
- Half would get milk from the wire monkey, the other half from the cloth monkey.
- 165 days
- All spent more time on the cloth monkey – regardless of whether it gave them milk or not.
- They would all go to cloth monkey if frightened.
- explore more when cloth mother present
There were profound differences from normally raised monkeys
- didn’t know how to act with other monkeys
- were easily bullied
- couldn’t stand up for themselves
- had difficulties mating.
- inadequate mother
- timid
* These differences were seen in those with the wire surrogate mothers for more than 90 days.
If they had been returned to a normal environment before 90 days then they seemed able to form attachment and the effects were reversed
maternal deprivation - emotional damage
social deprivation - 20mins play with 3 other
Hodges and Tizard - late adoptation
Studied children who had been in care.
Whilst physical care had been given, there had been high staff turnover and a policy against forming attachments between staff and children
By 2 years, they had been looked after for at least a week by 24 different people
By 5 years, this was 50
When it came time to leave care, the children split into two groups. They were either:
- adopted by non-biological parents
- returned home to their biological parents
By 8 years
- adopted generally had formed close attachments to their adoptive parents (parents wanted a child)
- only some of those who returned to their biological parents had formed this (parents had mixed feelings about having the child back)
By age 16,
- the adopted children had good family relationships – no difference to comparison group (who were not care, nor adopted)
- Those who had gone back to their biological families still suffered difficulties and poor relationships though e.g. in showing affection
Shows that being in care isn’t the issue – it’s the opportunity to form positive relationships and attachments as they continue to develop
However BOTH groups (adopted and non-adopted) were:
- More likely to seek adult affection/approval
- more likely to have difficulty in relationship with peer
- Less likely to seek friends and use them for emotional support
- Wouldn’t necessarily choose special friends, but would be friendly to any peer.
Howes - feature of high- quality day nurseries
Lower staff to child ratio
Low staff turnover - consistence care
Responsive and sensitive staff - quick response, comfort, attention
well qualified, trained, experience, knowledge about children development and emotional care
