Comparison of Ainsworth's attachment theory and Corsaro's childhood friendship approach

Ainsworth, Corsaro, And Children's Relationships

Theories of child development generally focus on whether there it is more indebted to their private relationships (typically consisting of the child's interactions with their family) or public relationships (involving the child's interactions with their peers.) The former theory is known as attachment theory since it refers to the child's reliance on their parents, while the latter is considered an ethnographic approach, as it places greater emphasis on the environment in which the child's development takes place. Although both approaches are scientifically viable, they are in many ways antithetical; this essay elucidates some of the salient differences between the two.

Mary Ainsworth's approach to child development is characterized as "attachment theory." In Ainsworth's seminal procedure "The Strange Situation," she offers a comprehensive model for measuring a child's sociability, with a complete taxonomy for various diagnoses. The procedure lasts for 20 minutes and involves the child, their mother, and a stranger. It is important that the child is at infant age (typically one to two years old), since one of Ainworth's main claims is that a child's social development is formulated earlier than had been previously believed -- prior to the child entering elementary school. A series of closely-monitored steps occur: first, the mother and child enter a room with glass walls, allowing for them to be easily observed. The room is small and filled with a collection of toys; it is intended to replicate the type of environment in which the child exists on a day-to-day basis. After three minutes (each stage in the procedure lasts three minutes) they are joined by a stranger. The third step involves the mother leaving the room; the parent then returns and the stranger exit the room; the mother then leaves and the child is left by themselves. In the sixth stage, the stranger re-enters, and in the last step the mother returns and the stranger leaves.

During the proceedings, a series of criteria are measured; first, it is noted to which degree the child explores and experiments with the toys and landscape of the room; second, the child's reaction to the departure and arrival of their mother; and third, their behavior (both alone and accompanied by their caregiver) toward the stranger. Through observing the child during the 20-minute procedure and following these criteria, three different possible diagnoses exist referring to the child's sociability. The first is known as Secure Attachment, in which the infant is happy around the mother and upset when alone (both by themselves and with the stranger); this diagnosis is associated with a very close, supportive relationship with their mother. It is also the most popular diagnosis. The second diagnosis, called Insecure Avoidant, is characterized by infants who do not demonstrate affection or dependence toward their mother; this usually indicates a mother who places their interests ahead of those of the child. A third diagnosis is Insecure-Resistant; this is similar to Insecure Avoidant only more extreme -- the child is not only avoidant or ignoring of their mother but exhibits dislike. This diagnosis is said to result from a parenting style that is cold and neglecting

The "Strange Situation" method is scientifically accepted and is shown to have consistent results. In fact, it is considered the most canonical method for determining child personality development. However, despite its popularity there are a number of controversial issues associated with it. Specifically, the premise asserts that the development of the child is contingent on the behavior of the mother; while the mother's comportment is perhaps most influential in child development, Ainsworth's critics contend that the influence of other adults can play an impactful role that is ignored through this study. It was also designed with traditional (heteronormative) American families in mind; as such, it may not have as much efficacy when applied to immigrant or culturally underrepresented families.

Perhaps the greatest objection to the "Strange Situation" method is that it attempts to measure the child's personality development in a vacuum: although the procedure attempts to replicate the "typical" everyday environment of the child, the fact remains that the child is placed in an unfamiliar setting. Accordingly, it is not unreasonable to expect the child to behave differently when removed from their natural setting. Additionally, a common objection to the procedure is that it attempts to evaluate the child on the basis of a single 20-minute session; external factors may have placed the child in a bad mood going into the experiment, which could result in a diagnosis that does not reflect the child's normal personality. Further, all children are pigeonholed into one of three different diagnoses, when it may be more accurate to characterize many of their personalities as hybrids of different categories.

In contrast with the attachment theory model, Corsaro's ethnographic approach makes no attempt to transpose the child away from their natural environment. Instead, Corsaro contends that instead of examining the child as a lone entity, one must instead focus on the social environment in which they usually exist. Instead of placing the child in a controlled environment, he assumes a more unmediated observational role, going out in public and observing the child in settings such as the playground or day care center. Corsaro asserts that one must take into consideration the child's relationship with their peers when determining their social development. Great emphasis is placed on the child's ability to express themselves using language, as well as the child's body language, ability to initiate friendships with other children, application of adult comportment and behavior (asking permission, knowing not to go to the bathroom in public, etc.), enthusiasm for playing, ability to share and cooperate, and aptitude in following directions.

There are limitations to both the attachment theory and ethnographic approaches. The virtue of the ethnographic approach -- that it places the child in the context of their natural setting -- is also one of its limitations, since it is perhaps overly deferential to the child's setting. Indeed, a child may not have been placed in the specific context out of their own chosing, in which case Corsaro's methodology is guilty of the same totalizing methodology that has been ascribed as a criticism of Ainsworth's approach.