Attachment proved to be one of the new idea, on contrary to the conventional meaning it was defined as an emotional relationship that build at a child’s initial stage. Additionally, I learnt the three factors that influence attachment. The factors are continuity of care, primary care, and size of the group. The concept of defying from attachment (obstacles to attachment) is new; the chapter highlights that adoption, mismatches in temperament, lack of happiness concerning the pregnancy, and parents not being in a relationship are factors that hinder attachment.
Areas of agreement or disagreement with the author’s work
I concur with the chapter’s perspective on caregiver and parent role differences. First, teachers differ in closeness to parent towards the child; teachers are attached to children for a short period of time, and there should be no competition to gain a child’s affection between individuals. I agree with the author’s idea that attachment (healthy) offer foundation for future intellectual development and that children with a feeling of security tend to be freer to explore the environment around them.
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Concepts that I was struggling with and the manner to practice the information obtained from the book.
Some of the contradicting concepts from the chapter are like ‘temperament.’ The chapter claims that temperament can affect attachment both positively and negatively. The other concept is ‘embedded families concept.’ The last concept that proved challenging is how to judge attachment from a cross-cultural situation. I will struggle to promote attachment to teachers and peers, creating awareness among friends concerning competition for a child’s affection. Additionally, I will engage in practices that establish lasting relationships and lastly, view myself as a support for families rather than a support to the children.
