According to ‘Self‐concept in institutionalized children with disturbed attachment: The mediating role of exploratory behaviors,’ orienting children to the environment improves their socioemotional development (Vacaru, Sterkenburg, & Schuengel, 2018). By evaluating the negative effect of disturbed attachment on self-concept, the authors suggest the incorporation of exploratory behavior in improving self-concept in early childhood. According the article, institutionalized children report a 62.5% rate of disturbed attachment behaviors due to significant disruptions after the sudden death of their parents. Prolonged isolation from their primary caregivers reduces their social relatedness ability and without attention, such children develop antisocial tendencies. As a complex multidimensional construct, a negative self-concept from early childhood significantly affects children’s socioemotional development. Without comprehensive intervention, institutionalized children with disturbed attachment traits develop negative emotions, anxiety, and depression.
Vacaru, Sterkenburg, and Schuengel (2018) add that poor self-concept reduces the willingness of children to participate in exploratory behaviors. Therefore, the authors suggest the application of attachment-based treatment by care givers in institutions that report a high rate of disturbed attachment outcomes. Training on exploratory behaviors ensure that children meet their emotional and social needs therefore developing into healthy and well-adjusted individuals. The article acknowledges the existing gap of evidence-based interventions, caregiver’s emotional literacy, and insufficient studies on the status of children’s homes.
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Attachment Theory
The attachment theory explores the relationship bonds that gradually and strongly form due to long-term association especially between parents and children (Benner, Thornton, & Crosnoe, 2017). Disturbed attachment leads to poor self-concept because attachment bonds during early childhood tremendously impact on the innate drive of the child to relate well with other people. Children that receive care and comfort from their caregivers develop a motivational background so that they can showcase exploratory behaviors (Bzostek, Berger, Bzostek, & Berger, 2017). Primary responsiveness and nurturance are important factors in the attachment theory because they determine the sense of security for a child and later as an adult.
The attachment theory suggests that securely attached children develop stronger self-concept, self-reliance and self-esteem (Vacaru, Sterkenburg, & Schuengel, 2018). They become independent, record high academic achievement, and develop less emotional disorders. Therefore, institutionalized children need more interventions such as engagement in explorative activities in order to restore intimate bonding as a basic component of human nature. The caregivers need to act as the special figures that are physically and emotionally available to secure the bases for environmental exploration.
Personal Reaction
The major tenets of the article resonate with my understanding of the importance of attachment as providing reassurance of security in alarming or stressful conditions for children. I like the authors observations on the tangling relationship between self-concept, disturbed attachment, and exploratory behavior. I agree that institutionalized children develop negative expectations when it comes to caregiver’s responsiveness which may affect the way they readily welcome strange situations in the world. The self-concept of the child suffers because they cannot trust their safety when exploring because of lack of responsiveness therefore developing insecurity, discomfort, and lack of support. I also agree that poor self-concept is a basis for anxiety and fear in freely exploring the environment. I can actualize the suggestion of using the same exploration behaviors in improving self-concept and treating disturbed attachment. However, I dislike the idea of using foster care as an intervention for reducing the emotional, detrimental social, and mental health implications of the institutionalization of children. Most children placed in foster care homes tend to develop antisocial behavior due to the lack of responsive training to the foster parents. Disturbed attachment needs the intervention of restoration of comfort, security, and care by adults to promote a healthy socioemotional development in children.
References
Benner, A. D., Thornton, A., & Crosnoe, R. (2017). Children’s exposure to sustainability practices during the transition from preschool into school and their learning and socioemotional development. Applied Developmental Science , 21(2), 121–134. https://doi.org/10.1080/10888691.2016.1175946
Bzostek, S., Berger, L., Bzostek, S. H., & Berger, L. M. (2017). Family structure experiences and child socioemotional development during the first nine years of life: Examining heterogeneity by family structure at birth. Demography , 54(2), 513–540. https://doi.org/10.1007/s13524-017-0563-5
Vacaru, V. S., Sterkenburg, P. S., & Schuengel, C. (2018). Self‐concept in institutionalized children with disturbed attachment: The mediating role of exploratory behaviors. Child: Care, Health & Development , 44(3), 476–484. https://doi.org/10.1111/cch.12521
