Bowlby s Early Attachment and Development

Early Attachment and Development

Bowlby’s Attachment Theory holds that emotional attachment in infants occurs in their first year of development and is observed with their mother, father, or primary caregiver. Bowlby argues that it is associated with the attachment behaviors, such as sucking, crying, following, smiling, and clinging, as a means to protect themselves and increase the child’s chances of survival and adults inclined to respond to these signals. According to Bowlby, there are four attachment phases: the pre-attachment phase, attachment in making, clear-cut attachment phase, and formation of a reciprocal relationship (Sullivan et al., 2011). The pre-attachment phase occurs from inception through the first two months of life. During the first months, the infants are inherently interested in and are responsive to engagement by anyone provided by anyone besides their primary caregiver since they do not have a fear of strangers. Caregivers responded to the innate signals of the child, and provided they are responsive and loving, the child does not express distress.

The second phase, Attachment-in-the-making, occurs between the second and the sixth month of life. At this stage, children begin to prefer some ca4regivers and use expressive signals compared to others, such as vocalizing and smiling. Further, this preference is also evident for some caregivers, since the child develops stranger anxiety. There is also an expectation of a response from a caregiver when they signal and develop a sense of trust. The clear-cut attachment phase occurs between the sixth month and the second year. The child needs to remain physically close to their primary caregiver and express separation anxiety when their primary caregiver leaves them (Hong & Park, 2012). The formation of a reciprocal relationship phase occurs in the third year of life when the child becomes accustomed to the absentia of their primary caregiver. They begin to understand factors that may influence their parent’s absentia and understand their patterns of the presence of absenteeism. The child understands that they are separate individuals and have their perceptions, thoughts, desires, and existence.

Bowlby argues that there are four types of attachment: secure attachment, avoidant attachment, disorganized or distorted attachment, and resistant attachment. Secure attachment occurs when the child’s caregivers are available, sensitive, accepting, and responsive. Children who have a secure attachment learn to trust and build healthy self-esteem. Anxious-insecure attachment occurs when parents do not respond to the child’s needs and a sense of uncertainty about the parent’s care and protection (Wilson-Ali et al., 2019). Since safety is not guaranteed whenever they feel threatened, they are hesitant to move away from the parent and explore. Often, such children may lack predictability and trustworthiness and may also be angry (Wilson-Ali et al., 2019). Avoidant-insecure attachment occurs when the primary caregivers are not sensitive to the child’s needs. Rather than offer comfort, parents may minimize their feelings, ignore their needs, or fail to help with challenging tasks. As a result, children avoid engaging their parents since their response is not desirable, become self-reliant, and cover-up negative emotions. Disorganized-insecure attachment occurs when the parents ridicule, reject or frighten their child. Consequently, rather than feel secure and cared for, such children feel fear and heightened anxiety.