6. Stages of Attachment
Infants Middle Childhood
• Pre-attachment (8-12 weeks)
The infant is people-oriented and attention seeking.
The infant makes “cooing” and “smiling” gestures
and cries often to attract others. The infant also
reaches out to grasp others.
• Attachment-in-the-making (3 to 6-7months)
Infants begin to discriminate primary caregivers
from other people. They babble and smile socially
to others who they are familiar with.
• Clear-cut attachment (6 months to 2-3 years)
Infants crawl and walk. They explore their
environments and keep their attachment figure as a
“secure base”. The infant begins to develop anxiety
toward strangers at 10 months old.
• Goal-corrected partnership (2-3 years and older)
Children 2-3 years old will use words for
communication. They wll be capable of considering
the intentions of their caregivers. They will also
become less agitated or stressed from being
separated from their person of attachment.
• Pre-attachment (8-12 weeks)
Spends time with certain people. Seeks
friendships.
• Attachment-in-the-making (3 to 6-7months)
Confides in parents, siblings, or friends.
Smiles, giggles, tells jokes. Talks on the phone
or text-messages.
• Clear-cut attachment (6 months to 2-3 years)
Feels more bold in their exploration if a close
friend or favorite teacher is nearby. Turns to
family, friends, or teachers for reassurance.
• Goal-corrected partnership (2-3 years and
older)
Expresses concern over separations from
family or close friends (e.g., divorce or moving
to another city). Seeks psychological, not
physical, availability. Withdraws when needs
cannot be met.
8. Categories of Attachment
A. Anxious-Avoidant. Explores the world with little reluctance;
shows little anxiety when isolated.
B. Secure. Uses mother as a secure base for exploration; shows
signs of missing parent during separations; greets parent
positively upon reunion.
C. Anxious-Resistant. Visibly distressed upon entering
playroom; fails to explore; is distressed during separation;
shows angry rejection or ambivalence upon reunion.
D. Disorganized. Does not show a clear-cut attachment
strategy; appears confused, disoriented.
10. Working Model of Attachment
A child’s early
attachments with parents
or other caregivers equip
the infant with a blueprint
for forming new
relationships.
Internal
working
model
From the internal working
model, the child proceeds
with the same blueprint
for relating with others as
the child progresses
through life.
Attachment
style
11. Basic Points of Attachment Theory
School-aged children form bonds with others based on
their previous and/or current bonds with caregivers/
parents.
Students may seek to form secure or insecure bonds
which may have negative consequences.
Students who form insecure bonds with others are
following their blueprint from their past experiences
with caregivers/ parents.
A child’s internal working model may lead him into
adulthood and guide his future behaviors.
Students with insecure attachment styles may perform
less satisfactorily in school their peers.
12. Applications of Attachment Theory
Attachment theory is useful as it identifies, organizes, and classifies
attachment behaviors and offers a higher-level understanding of
the nature of relationship formations . Some applications of
attachment theory:
Helps with identifying insecure attachment styles
Provides insight into students’ difficulties relating with other
students or teachers and points to causes of their difficulties
Helps teachers and administrators understand circumstances of
individual students
Creates awareness of attachment difficulties in schools when
teachers are trained on attachment theory
Guides decisions and communication regarding parents and
possible interventions for students
13. Application Examples
Leaders in education within the UK have been implementing an
attachment awareness program for schools. Teachers and school
leaders receive training materials related to attachment
awareness. The training program includes interviews with a few
distinguished psychologists, neuroscientists and national
experts, as well as top-teachers, regular classroom teachers, and
care-givers. Furthermore, national quality standards of
attachment awareness are being considered for schools across
the nation. http://www.sec-ed.co.uk/best-practice/the-implications-of-attachment-theory-for-schools
14. Application Examples
“One study by Ahnert and colleagues (2012)
has provided clear and substantial evidence
that a teacher who provides a haven of safety
and base of security directly influences a
child’s ability to regulate stress in a classroom
setting.” -Ted Stein, M.S.
http://www.aacc.net/2012/09/07/back-to-school-attachment-theory-in-the-classroom/
