John Bowlby - Attachment Theory

Attachment is the strong, affection tie we have with special people in our lives that leads us to feel pleasure and happiness when we interact with them and to be comforted by them during times of stress (Berk, 2003).

 

John Bowlby (Berk, 2003), was among the first applied the idea of the bonding between infant and caregiver.  According to Bowlby, the quality of attachment has implications for the child’s capacity to form trusting relationships.  In his theory, babies are born adapted to seek out such attachments not primarily with the aim of being fed and protected but for the feelings of safety and security the attachment brings.  Children show a marked preference for intimacy to a small number of adults and these attachments are normal and universal part of human development.  Furthermore, in his theory, he found that the quality of attachment to the caregiver has profound implications on the child’s feelings of security and the capacity to form trusting relationships and the purpose of attachment theory is that mothers who are available and responsive to their infant's needs establish a sense of security in their children. The infant knows that the caregiver is dependable, which creates a secure base for the child to then explore the world.

 

However, in John Bowlby’s theory, the limitation of "model attachment" is based on behaviors that occur during momentary separations (stressful situations) rather than during non-stressful situations.  Behaviors directed towards the attachment figure during departing and reunion times cannot be the only factors used when defining attachment.  Moreover, how children and mothers interact together and not stressed shows more of how the attachment model works than how the child acts when the mother leaves and then returns.

 

Another limitation with the attachment model is that the list of attachment behaviors is limited to those that occur with the primary attachment figure, typically the mother.  Children have attachments to other people other than their mothers, but they do not show this attachment in the same way(Field, 1996). For example, children may cry or follow their mother when they are getting ready to leave them, but for a sibling or peer they may just become fussy or unhappy.  Or maybe in school, when teacher is getting ready to leave them, and they may just become fine or nothing just because probably their peers is there with them. Nevertheless, the attachment model behavior lists only deliberate behaviors, but there may be physiological changes during separations and reunions.

 

I have reviewed the basic ideas of attachment theory and criticisms of attachment theory and the mother is not always the primary attachment figure, so it cannot be assumed that she always will be.  Nevertheless, when children are ready to let go and make friends, the attachment will change because they are going on their own instincts, thoughts, feeling and what their peers think and feel.

How ICT can be used in Outdoor activities?

When we talk about ICT it’s easy to think only of computers, however, some ICT applications can encourage playing and being outdoors, therefore, technology can be used just as purposefully outside as it can in, with careful planning.  As we know that ICT can help to make connections in their learning and support and extend ideas.

 
 How ICT can be used in outdoor activities?

ICT can be incorporated into many aspects of physical and outdoor play. For examples, metal detectors, walkie-talkies, CD players, remote controlled cars can all be used outdoors. Digital stopwatches and heart monitors help children to see the effects of exercise on their bodies.

 

 

These are the examples of using some of the ICT application,

 

• Cameras can be used to find out more at outdoors. Children could photograph the wildlife, plants or flowers in outdoor area or create a piece of artwork using natural materials. Then, with educators support, they can print and laminate the photographs for displays or picture books in the classroom as one of the teaching materials.

 

• With digital recorders, children can record and play back themselves and others talking or singing. Educators can link the recordings to photographs as inspiration for storytelling and story-making activities, or use them to make observations of developing language skills to share with parents.

 

• CD players can be used at outdoor.  Children could have music and movement session at the garden and allowed them to use their creativity and imagination to move their body accordingly.

• Use the microscope to examine objects (e.g. minibeasts) and make stories.  

• Provide metal detectors in places such as outdoors or the sand tray.

 

• Use of walkie -talkie and this compact two-way communication devices can be used to stay connected with family and friends during indoor and outdoor activities.

• Use of portable projector at outdoor can have speech and drama activity with the children, and this will enhance their language development.

With ICT used in outdoor play activities can involve real learning.  A teacher can take any area of her curriculum and adapt it to the outside activities.
 

The role of an adult

Play can be quiet or noisy, messy or orderly, funny or serious, exhausting or effortless. It can take place inside or outside and develops as children grow and change. Children play for different reasons.  However, some experts believe that children can learner by exploring and discovering things on their own. Others argue that children need adults’ help to make sense. 

Therefore, what is our role as the adult in play? 

The adult creates an indoor and outdoor environment that provides a wide range of play possibilities.  In the setting,  he or she will:-

• prepares, plans for and organises activities based on assessment information and the aims and learning goals.
• provides for play experiences that are safe, challenging and enjoyable
• structures the indoor and outdoor environment so that it reflects children's individual needs, interests, abilities and strengths.
• observes how the space and organisation of the indoor and outdoor environment is supporting in children plays.

 

As the role of adult in children's play, he or she will:-

• continually builds on, challenges and extends children’s learning and development
• talks to children about their play, recognises, respects, and supports children’s play choices
• is supportive without interfering, takes part in play when invited
• helps children develop the skills for playing, and models play behaviours
• respectful of children’s feelings, language, ability, background, and culture during play
• helps children deal with difficulties such as when they are emotionally detached or need help getting started
• helps all children to be players, supports interactions
• acts as mediator or facilitator
• identifies the types and quality of children’s play, knows the style and pattern of each child’s play and his/her preferences or interests
• observes, talks to and listens to children when they are playing
• uses the assessment information gathered in planning for future play

 

We should be aware of the importance of play and we should take action to promote and protect it.   Not only that, we can support children’s play by involving our role into children’s play.