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CHAPTER 3 Supporting Families Around Issues of Attachment

CHAPTER 3 Supporting Families Around Issues of Attachment. Child, Family, and Community: Family-Centered Early Care and Education Sixth Edition Janet Gonzalez-Mena Updated by: Ruby Willey-Rendon, West Texas A&M University. Attachment . A lasting emotional relationship

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CHAPTER 3 Supporting Families Around Issues of Attachment

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  1. CHAPTER 3 Supporting Families Around Issues of Attachment Child, Family, and Community: Family-Centered Early Care and Education Sixth Edition Janet Gonzalez-Mena Updated by: Ruby Willey-Rendon, West Texas A&M University

  2. Attachment • A lasting emotional relationship • Optimally begins during gestation • Foundation in infancy • A two-way process • Sets tone for subsequent relationship (a template)

  3. Why is attachment our concern? • Foundation for learning • Brain shaped by early experience • Optimal brain development occurs within secure attachments • Research: secure babies explore more

  4. How Attachment Occurs • Synchrony (in sync) • Attuned, responsive, mutually satisfying interactions with • Parents, family members and educators

  5. Attachment and Trust • Erik Erikson (1902-1994), developmental psychologist • Psychosocial stages of development • Successful resolution of dilemma • Early stages are foundational to later ones

  6. Attachment and Trust (cont.) • Trust is a foundational capacity • Early experiences shape our expectations in life

  7. Attachment and Trust (cont.)

  8. Attachment Research Informs Policy • Program policies can benefit or limit attachment • Secure relationships are protective for later stressors • Stable and secure relationships need time to develop

  9. Program Policies that Support Attachment • Primary care • Continuity of Care • Small Group size (distinct from ratio) • See Program for Infant/Toddler Caregivers (PITC)

  10. Respected Elders: Pikler and Gerber • Emmi Pikler (1902-1984) • Pikler Institute in Hungary • Model for high quality care • Magda Gerber (died 2007, age unknown) • Resources for Infant Educators • Both women had profound influence on high quality early care and education

  11. Attachment Behaviors: Parent • Making space in life for baby • Falling in love • Cultural rituals and practices • (Remember, everyone is embedded in culture even if unrecognized)

  12. Attachment Behaviors: Infant • Recognizes familiar voices • Can identify smell of mother • Soothes and settles more easily in presence of attachment figure

  13. Obstacles to Attachment • Stress factors in life • Lack of emotional / financial support • Isolation • Single parent • Age, maturity • Health concerns

  14. Obstacles to Attachment (cont.) Temperament • Understanding your own and that of baby • ‘Goodness of fit’ / mismatch Developmental differences • Neurological issues • Developmental delay • Sensory impairment (hearing, sight…)

  15. Learning to Cope with Loss • Permanent or temporary loss • Permanent: death, abandonment • Temporary: move to external care • New settings (moves, early care) • Cultural values regarding sleep choices

  16. Attachment Research John Bowlby (1907-1990), The Secure Base • Attachment behaviors rooted in survival Mary Ainsworth (1913-1999) • Strange situation (research model) • Secure attachment • Insecure attachment styles

  17. Reminder about Models • A framework or lens • Helps to understand • Not meant as standard to measure against • Cultural values often not taken into account

  18. Judging Attachments in a Cross-Cultural Situation • How does culture influence attachments? • Explain how family customs influence attachments? • Explain how language can influence attachments.

  19. Implications for ECE Settings • Based on what you’ve learned, make note of concerns parents might have regarding the impact of child care on forming healthy attachment. • Find a talk partner and spend a few moments discussing these concerns.

  20. Caregiver and Parent Roles Caregiver Parent • Differences: • Short-term Attachment • Respect that the child has a life beyond child care. • Optimum distance • Differences: • Vision for the future of the child • Connect with the child • Give sense of continuity • Optimum closeness • Similarities: • Responsiveness • Sensitivity

  21. Strategy Box 3.1 • Review strategies • Identify two familiar strategies • Find a talk partner • Describe how you implement these strategies

  22. Typical Ecological Influences for Infants • _______________________ • _______________________ • _______________________ • _______________________ • _______________________ • Variations?

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