Theoretical Concepts in Learning and Child Development: Attachment Theory

Running head: THEORETICAL CONCEPTS IN LEARNING AND CHILD DEVELOPMENT
Theoretical concepts in learning and child development:
Attachment Theory
Vy Hoang
Foundation of Learning and Development EDUC 5261 Essay

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THEORETICAL CONCEPTS IN LEARNING AND CHILD DEVELOPMENT
Introduction:
Childhood is the phase in life that is associated with a varied range of growth and
developmental processes. Both physical and cognitive development is the most impactful in this
period of life. Hence, it is crucial for the child educators to take into consideration the physical
and cognitive developmental progress. The children spend a considerable amount of time with
their educators (Britto et al. 2017, pp. 91-102). As a result, it is crucial for the educators to
modify their strategic pedagogies in accordance with their developmental needs. As discussed by
Spodek and Saracho (2014, pp. 85-100), the impact of the educational activities on the cognitive
and behavioral development of the children is optimal.
There are various theories that underpin the various concepts of child psychology and
their cognitive development. These theories provide a systematic framework which can be used
by the child educators in planning and designing optimal strategic pedagogies accordingly (Black
et al. 2017, pp.77-90). This essay will explore the key concepts of attachment theory,
connections between these concepts and the development and learning of children in secondary
setting, impact of this connection on developing pedagogy, impact on learning of indigenous
children, and concluding with a set of strengths and limitations of theory.
Discussion:
Key concepts of the theory:
The attachment theory states that establishment of attachment with a primary caregiver
such as a mother makes the infants consider it as a secure base that allows them to explore the
surrounding environment. In other words, attachment allows the child to develop self-confidence
and self-esteem, thus helping the child to grow happy and a functioning adult. Therefore, the

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THEORETICAL CONCEPTS IN LEARNING AND CHILD DEVELOPMENT
theory acts in the form of a cognitive framework that encompasses mental representations, which
help in understanding self, the world and others (Hoffnung et al. 2009, p.177). This attachment
provides the person with a sense of security and stability essential to take risks, branch out, and
develop their personality (Richter et al. 2017, pp.103-118). The basic assumptions attachment
theory by Bowlby states that children who are attached to their caregivers often develop greater
independence, and explore their environment with conviction, thus returning to the care giver
who responds to their needs.
The first phase is the pre attachment phase which is the time after birth to 6 weeks which
is associated with the infant having any signal that attracts the adult’s attention (Fonagy 2018).
The second phase is the ‘attachment in the making’ for children between 6 weeks to 6 to 8
months. In this phase the infants can respond differently to their main caregiver as compared to
the other adults (Bergin and Bergin, 2009, pp.143-145). The third phase is the ‘clear cut
attachment’ which takes place between 6 to 8 months to 18 to 24 months (Bergin and Bergin,
2009, pp.143-145). In this phase the children have established an attachment with their main
caregiver and might display separation anxiety, depending on the type of attachment namely,
secure, ambivalent, and avoidant, when they are not in presence of their main caregiver (Bergin
and Bergin, 2009, pp.143-145).Secure attachment makes children feel comfortable and confident
that the caregiver will be always present to meet their requirements and demands. Infants who
are securely attached get soothed by their caregiver, under upsetting circumstances. In contrast,
insecure avoidant children fail to orient their caregiver and are independent both emotionally,
and physically. Under distressing conditions even, the children do not seek contact with the
identified attachment figure (Buist 2011, p.315). This is in clear contrast to ambivalent

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THEORETICAL CONCEPTS IN LEARNING AND CHILD DEVELOPMENT
attachment where children and infants exhibit dependant and clingy behaviour, but are found to
reject the caregiver, upon engaging in interactive behaviour.
The last phase of the attachment theory is the formation of the reciprocal relationship
which for 18 months to 2 years and above(Bergin and Bergin, 2009, pp.143-145). Toddlers in
this stage have greater understanding of coming and going due to language development. The
internal working model can be defined as the expectations of the child in regards to the support,
availability and reciprocal relationship with the caregiver (Gross et al. 2017, pp.661-678).
On the other hand the attachment theory proposed by Ainsworth et al. (2015, pp. 5-19) which
also discusses the development of attachment in four distinct phases. In this case the first phase
is an discriminating social responses which is carried out between birth to 3 months where the
child displays gestures to activate proximity promoting behaviours (Van Rosmalen et al. 2016,
p.22). The second phase is discriminating social responsiveness where the child of 3 to 6 months
discriminates between family or unfamiliar adults and provides according responses. Increasing
preferences for people who are most responsive and familiar to the needs and preferences help in
reinforcing the affection of the parents. The fourth phase is the goal directed partnership where
the children above the 3 year age exhibit behaviour that are directed at instigating reciprocity
with the caregiver. The stage is manifested by an increase in memory and representational skills
for events and objects, thus increasing the capability of the children to understand parental
feelings and endure parental absence. After this period, long term separation from the caregiver
can lead to separation anxiety in the children and can affect the behavioural characteristics
(Fletcher and Gallichan 2016, pp.8-32).