Attachment Revision[1]

8/3/2019 Attachment Revision[1]

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ATTACHMENT

REVISION



ATTACHMENT DEFINITION:

An attachment is a strong emotional relationship

between two people that develops over time and

is reciprocal.

It is shown in their behaviour:

y distress on separation

y pleasure on being reunited

y interactive engagement

y a desire to maintain closeness



Attachment is measured according to:

1. Separation anxiety the child becomes anxiouswhen the caregiver is absent

2. Reunion behaviour the child's response when

the caregiver returns

3. Stranger anxiety the child's ability to

distinguish between the caregiver and

someone else

4. E xploring environment the child is comfortably

attached and so feels secure exploring



SCHAFFER && EMERSON 1964

Longitudinal study in natural environment

Observations & diary records

Study consisted of 60 babies in Glasgow; visiting them

monthly for the first year and then returning again at

18 months.

Measured attachment via:

(1) Separation Anxiety- If the baby showed anxiety or

distress when the caregiver left them the baby had

formed an attachment

(2) Stranger distress- if the baby showed signs of

distress when approached by someone thyme didntknow

FOUND:

First attachment usually formed by 8 months;

Stranger anxiety usually one month later;

Attachment strength peak during first month;

65% attached to mother only

30% attached to mother && other (usually

father)

3% attached to father only



DEVELOPMENTS

OF ATTACHMENT

Pre-attachment (0-2 months): Little discrimination between familiar && unfamiliar

people

Attachment in the making (2-7 months): Recognition of familiar people but on

stranger anxiety

Specific attachment (approx. 7 months): Separation protest && stranger anxiety

develops

Multiple attach (soon after): One main attachment figure (monotrophy) but others

too

Reciprocal relationships: Predicting && controlling responses of caregiver




CRITICISMS:

Infants may have stronger preferences

than Schaffer and Emerson allow for

Infants show preference for mothers facewithin 24 hours of birth BUSHNELL ET

AL

Other evidence suggests recognition of

mothers voice && scent in neonates




T T hheeoorriieess oof f aa t t t taacchhmmeenn t t

Evolutionarytheory

Learning theories

The tendency to form attachments is INNATE

This tendency is present in both infants andmothers

Infants have no innate tendency to formattachments

They LEARN attachments because of FOOD

A01 LEARNING THEORY



Classical Conditioning:

Food (stimulus) produces pleasure

(response) && person who does thefeeding becomes associated with

pleasure && is the attachment bond

Association= Attachment

Operant Conditioning:

Hungry infant experiences discomfort

&& is driven to get rid if this feeling,when they fed discomfort goes &&

they get feeling of reward

Rewardingness= Attachment



A02

Advantage-

Main support comes from

the fact that we do learn

through association &&reinforcement BUT food

may not be the main

reinforcer- what about the

care && attention that

comes from the caregiver??

Disadvantages-

Research has shown that infants are not necessarily

attached to the person who feeds them- they were

most responsive to the person who gives the attention

Harlow further demonstrated that food isnt

everything in his classical monkey study- babe

monkeys became attached to (&& clung to when they

were frightened) the cloth monkey even thought it

was the wire money that provided the food

However, this research was with monkeys && so may

not be applicable to human infants

REDUCTIONIST because it takes a complex human

behaviour and tries to explain it in the simplest termspossible. It does not consider any internal processes

or seek to explain the emotional nature of

attachments simply how they arise as behaviours



v

OPERANT

CONDITIONING-

IN DETAIL

Operant conditioning is learning through

consequence (Reward && Punishment)

y If you learn that a behaviour of theirs isrewarded then this behaviour is likely to be

repeated more often

y If you learn that a behaviour of theirs is

punished in some way then that behaviour isnot likely to be repeated



There are two ways in which behaviour canbe rewarded:

1. Positive

reinforcement ->when the behaviour is

encouraged because

it is rewarded by

something positive

2. Negative

reinforcement ->when the behaviour is

encouraged because

it removes or stops

something unpleasant



CLASSICAL

CONDITIONING-

IN DETAIL

This offers a similar but simplified explanation of how food provides

attachment. The child simply associates food and mother together,

much as Pavlovs dogs associated bell and food together.

If you want this in technical terms: y Food is an unconditioned stimulus that produces an

unconditioned response (pleasure). y At the outset, mother is a neutral stimulus who produces no

response (pleasure) y However, because she is continually paired with the

unconditioned stimulus (food) she slowly becomes associatedwith it until eventually mother alone can produce pleasure.

y Mother has now become a conditioned stimulus and the

pleasure she brings is a conditioned response.



Learning theory of attachment (e.g. Dollard & Miller)

suggests that attachment is a set of learned behaviours. The

basis for the learning of attachments is the provision of

food. An infant will initially form an attachment to whoever

feeds it. They learn to associate the feeder (usually the

mother) with the comfort of being fed and through the

process of classical conditioning, come to find contact with

the mother comforting. They also find that certain

behaviours (e.g. crying, smiling) bring desirable responses

from others (e.g. attention, comfort), and through the

process of operant conditioning learn to repeat these

behaviours in order to get the things they want



A Adaptive Attachment promotes survival in infants

S Social Releasers Mechanisms to promote attachment such as crying,

smilingS Sensitivity The need for the carer to be responsive to the child's

needs

M Monotrophy Single carer who provides the sensitive care

I Internal Working

Model

Model is used by the infant based on the type on the

attachment style the child has

C Continuity Whatever type of attachment infant has it is likely to

have when older

BOWLBYSEVOLUTIONARY

THEORYASSMIC

A01



Evolutionary theory of attachment (e.g. Bowlby, Harlow, Lorenz) suggests

that children come into the world biologically pre-programmed to form

attachments with others, because this will help them to survive. The infant

produces innate social releaser behaviours such as crying and smiling that

stimulate innate caregiving responses from adults. The determinant of attachment is not food but care and responsiveness. Bowlby suggested

that a child would initially form only one primary attachment (monotropy)

and that the attachment figure acted as a secure base for exploring the

world. The attachment relationship acts as a prototype for all future social

relationships so disrupting it can have severe consequences. This theoryalso suggests that there is a critical period for developing at attachment

(about 2.5 years). If an attachment has not developed during this period

then the child will suffer from irreversible developmental consequences,

such as reduced intelligence and increased aggression



A02

Advantage-

Harlows study- supports the idea

that we evolved a need to attach,

it also suggests that social &&

emotional development might be

damaged if attachment isnt

formed

Hazan && Shaver continuitythrough their research using the

love quiz

Disadvantages-

Schaffer && Emerson- provided evidence

against Bowlbys claim of monotropy as

they found that children can or may form

multiple attachment && may not

necessarily attach to their mothers

Heavily reliant on animal research so

therefore it can be generalised to

humans? Harlows monkeys- There are

clear qualitative differences between

humans and animals, we no longer have

to behave in certain ways to survive and

pass on our genes like animals do



HARLOW && ZIMMERMAN

PROCEDURES

Harlow aimed to find out whether baby monkeys would prefer

a source of food or a source of comfort and protection as an

attachment figure

Lab experiment, monkeys raised in isolation

They had two surrogate mothers. One made of wire mesh

and contained a feeding bottle, the other was made of cloth

but didnt contain a feeding bottle

RESULTS

The monkeys spent most of their time clinging

to the cloth surrogate and only used the wire

surrogate when feeding. The cloth surrogate

seemed to give them comfort in new situations.When the monkeys grew up they showed signs

of social and emotional disturbance. The

females were bad mothers who were often

violent towards their offspring



A02

HARLOW && ZIMMERMAN

ADVANTAGES

This was a laboratory experiment, so there was

strict control of the variables, this means that

its unlikely the results were affected by an

unknown variable The findings of the study were applied to real

life. They led to a change in hospital procedure

human babies in incubators are now given

soft blankets

DISADVANTAGES

It can be argued that you cant generalise the

results of this study to human beings, because

humans and monkeys are qualitatively different

There were also ethical problems with this study

the monkeys were put in a stressful situation, and

later they showed signs of being psychologically

damaged by the experiment monkeys are social

animals, so it was unfair to keep them in isolation.

The fact that they were in isolation also means

that the study lacked ecological validity themonkeys werent in their natural environment, so

the results cant be reliably applied to real life

Lab experiments can usually be replicated, but

ethical guidelines means you cant repeat this study

to see whteher youd get the same results

CONCLUSION

Infant monkeys formed more of an attachmentwith a figure that provided comfort && protection.

Growing up in isolation affected their development



AINSWORTH:

THE STRANGE SITUATION

AIMS:

How to measure attachment

To find out if there are different

types of attachment

PROCEDURES:

The sample comprised about 100 middle class American families.First year of child's lives they took part in a naturalistic observation every

3-4 weeks for 3-4 hours

When infants reached 1 year old they were brought into a lab to do a

controlled observation:

The experiment is set up in a small room with one way glass so the

behaviour of the infant and parent could be observed in 7, 3-minute

situations:

1. Parent and infant alone

2. Stranger joins parent and infant3. Parent leaves infant and stranger

alone

4. Parent returns and stranger

leaves

5. Parent leaves; infant left

completely alone

6. Stranger returns

7. Parent returns and stranger

leaves



FINDINGS:

Secure attachment- 70% of pairs

Insecure avoidant 15% of pairs

Insecure resistant 15% of

pairs



Secure Attachment Resistant Attachment Avoidant Attachment

Separation anxiety Distressed when mother

leaves

Infant shows signs of

intense distress

Infant shows no sign of

distress when mother

leaves

Stranger anxiety Avoidant of stranger

when alone but friendly

when mother present.

Infant avoids the

stranger - shows fear of

stranger

Infant is okay with the

stranger and plays

normally when stranger

is present

Reunion behaviour Positive and happy whenmother returns.

Child approachesmother but resists

contact, may even push

her away

Infant shows littleinterest when mother

returns.

Exploration behaviour Will use the mother as a

safe base to exploretheir environment.

Infant cries more and

explores less than theother 2 types

Mother and stranger are

able to comfort infantequally well

% of infants 70 15 15



TYPES OF ATTACHMENTS

The type of attachment that is

optimum for healthy emotional

development, strong bond between

child && its caregiver due to sensitive

responding

Secure Attachment

When separated the infant becomes

distressed but it easily comforted at

reunion. Able to use caregiver as a

secure base && show willingness




INSECURE

AVOIDANT ATTACHMENT

Babies do not behave same way towards

the mother. Show some distress at

departure but do not seek comfort fromher && reject strangers attempts to

comfort them. Babies kept their distance

&& avoided closeness




INSECURERESISTANT ATTACHMENT

Babies very upset at separation but were

not easily comforted when mother

returned. Appear to be angry && reject

attempts to be comforted. Alternated

between seeking comfort && rejecting it

Resisted stran ers



AINSWORTH:


CONTINUED..

CONCLUSIONS

Found a good way to measure attachmentFound that there are 3 types of attachment

Advantages

First study of its kind && therefore used for

other research

Disadvantages

Sample was limited, which is harder to generalise

Low ecological validity, unrelated to real life Ethics - socially sensitive (telling mothers their

attachment) & can be stressful for the children being put

in the situations



VAN IJZENDOORN &&

KROONENBERG:


META ANAYSIS

This is where psychologists look at all the other pieces of research that have been carried out on a topic && try to see if

there are any patterns to the findings

Used only studies that had used the strange situation to look

at mother

Alto ether looked at 32 studies involvin over 2000 infants



VAN IJZENDOORN &&

KROONENBERG:


FOUND

Different cultures- there was a small difference

Most common form of attachment was secure

Difference within cultures was 1.5 times greater than between cultures

The global pattern across cultures seems similar to the US so secure

attachment is the norm && supports idea that its best for healthy

develo ment



EVALUATION

Strange situation might not be a valid measure as it is very dependent on

being based in an individualistic culture

Western cultures value the idea of independence so this might work against

Japanese children who are rarely separated from their parents which would

explain huge levels of distress these infants showed (Takahashi)

Huge differences within cultures could be explained by the different classes

(such as differences between working class && middle class

VAN IJZENDOORN &&

KROONENBERG:




AIMInvestigate the effects of maternal

deprivation on people

From his theory you would expect to find

that people who have suffered an

interruption to their maternal bond are

more likel to commit crime

JOHN BOWLBY-

44 THIEVES STUDY

PROCEDURE

Bowlby interviewed 44 juveniles who had been referred

to a child protection programme in London because of

stealing, (they were thieves). He selected a CONTROL

group of 44 other children who had also been referred

to the child protection programme but who had NOT

committed any crimes. He interviewed the parents of

all the children to see whether their children had

experiences separation during the critical 5 year period

&& for how long

A01

LONG

TERM

EFFECTS



JOHN BOWLBY-

44 THIEVES STUDY

FINDINGS

More than half of the 44 thieves had been separated from

their mothers for longer than 6 months during their first 5

years. In the control group only 2 had experienced such a

separation. In addition to this, 32% of the thieves showedaffectionless psychopathy (this means they were not able to

care about or feel affection for others)

CONCLUSION

Affectionless psychopaths are unable to form

relationships. Bowlby concluded that thereason for the anti-social behaviour &&

emotional problems suffered by the 44

thieves was MATERNAL DEPRIVATION



JOHN BOWLBY-

44 THIEVES STUDY A02

EVALUATION- CRITICISMS

Bowlby conducted the interviews himself. There is the problem of experimenter bias

Bowlby has been criticised for his MONOTROPY (his focus on the mother as the most

important person)

Bowlby ignored EXTERNAL FACTORS that could explain the criminality of the 44

thieves. He has ignored other factors like diet/education/social class/peer pressure

Bowlbys conclusions are supported by Harlow, whose researched monkeys, found

that monkeys reared in isolation from their mother suffered social && emotionalproblems in older age. They never formed an attachment grow up to be aggressive

around other monkeys



DISRUPTIONS OFATTACHMENT

SEPARATION

Being physically set apart fromsomething. In the context of

attachment it means being apart

from someone you love



DISRUPTIONS OF

ATTACHMENT

DEPRIVATION

The loss of care that is normally provided by the

primary caregiver. This is more to do with thecare being disrupted through long or short

separations && can occur when the caregiver is

still present. Bowlby suggested that this would

have a detrimental effect on the childsdevelopment



PRIVATION

This is the complete lack of care that is normally

provided by the primary caregiver && is in

contrast to deprivation which is just the loss of

care. Can occur through physical separation or

when the caregiver is present. Consequences

tend to be much more severe than for

de rivation

DISRUPTIONS OF

ATTACHMENT



DISRUPTION OF ATTACHMENT

AWAY FROM

CAREGIVER FOR A

RELATIVELY SHORT

TIME (HOURS-DAYS)

LOSS OF

MOTHER/ACTTACHM

ENT FIGURE (LONG-

TERM OR

PERMANENT)

MOST SEVERE

INFANTS NEVER

EXPERIENCE ANY

FORM OF

ATTACHMENT

DEPRIVATION PRIVATION SEPARATION



BOWLBYS MATERNAL

DEPRIVATION HYPOTHESIS Based on Bowlbys ideas

- Attachment is important for survival

- Prototypes for later relationships

The theory predicts developmental difficulty if the attachment

relationship goes wrong

- General developmental problems

- Specific issues with social development

LONG

TERM

EFFECTS



BOWLBYS MATERNAL

DEPRIVATION HYPOTHESIS MDH stated the belief that if an infant

was unable to develop a warm,

intimate and continuous relationship

with their mother (or permanent

substitute) then the child would have

difficulty forming relationships with

other people && be at risk of

behavioural disorders

BASED ON 3 PRINCIPLES:

3. The relationship did not have to be with

the mother, the term maternal was used to

describe mothering from a mother or any

permanent mother substitute. He did believe

a child needed one special relationship,

(monotropy) for healthy emotional

development

2. This relationship must develop in the critical

period (before the age of 21/2). If the child

experiences repeated separations before this age

then they are likely to become emotionally

disturbed

Bowbly said there was a continuing risk up until the

age of 5, after this age they were more able to

cope with separation

1. A continuous relationship between

the child && a mother figure is

important. Discontinuous

relationships disrupt the

development of the relationship

&& cause problems for the child`



SUPPORT MDH

Bowlby·s own 44 thieves study (see above). Spitz (1945) study of orphanages in S. America. The

children showed little affection with many showing all thesymptoms of anaclitic depression e.g. loss of appetite and

apathy. Spitz & Wolf (1946) study of 100 children who had

become depressed after hospitalisation. A full recovery

was made if stay in hospital was less than 3 months. Note

this study was carried out in the 1940s when hospital careof children was very different to that found today



P ROTEST

D ESPAIR

D ETACHMENT

BOWLBY PDD MODEL 1952

DESPAIR

This is slightly calmer behaviour but the childwill still feel angry. They may begin to comfort

themselves through thumb sucking, or rocking

themselves to sleep

DETACHMENT

The child cries less and is more interested its

surroundings. Onlookers may think that the

child is getting over the separation, whereas in

fact the child is hiding its feelings. When the

mother returns the child shows l ittle interest

and may even be angry or push the mother

away. However, the attachment is soon rebuilt

PROTEST

This is an immediate reaction which could

involve crying, screaming, kicking this

demonstrates that a child feels anger, fear,

confusion etc. it is a direct expression

The research for the PDD model

was carried out on children aged

between 1 and 4

SHORT

TERM

EFFECTS



May lead to bad parenting which causes the

child to be deprived of attachment which

means as an adult they feel unable to

emotionally respond to anyone sensitively

including their children

CYCLE OF PRIVATION



AIM

To investigate effects of early

institutionalisation (privation) in particular, they

wanted to investigate the effects on social

development, which means how they act

around other people

HODGES && TIZARD 1974

METHOD

Longitudinal study - Natural experiment

65 mixed gender children placed in a

child home before 4 months old

children weren't able to form

attachment with carers because of the

high staff turnover by 4 years old, all

children fell into one of 3 categories:

Adopted 24/65 children

Stayed institutionalised 26/65

children

Restored to original family 15/64

children

There was also a control group, who were never

institutionalised

Children were measured at 4,8,16 years old

Measures used include:

Wide range interviews

Q uestionnaires

Observation



FINDINGS

Short-term effects

2 years - disinhibited attachment

Long-term effects

Adopted && controlled, had stable family

relationships. half restored families were stable

All institutionalised children had difficulties

HODGES && TIZARD 1974

EVALUATION

Advantages

Reliability - valid

High ecological validity

Ethical Use of control group for

comparison

Disadvantages

High attrition (dropping

out)Making sample biased

Extraneous variables

Low replicability



GENIE

Genie (as reported by Curtiss 1977)

Found at the age of 13, she had been kept tied to a potty chair for much of her

life. She had been severely punished for making a noise. When found she had the

appearance of a six or seven year old. Curtiss described her as unsocialised, primitive

and hardly human.

Following her discovery she continued to be mistreated at the hands of doctors and

psychologists who were more interested in furthering their own careers than in

Genies welfare. She never acquired full language skills and failed to adjust socially. Unfortunately we have no way of knowing whether Genie was, as her father

suggested, brain damaged at birth. If this had been the case this could partly explain

her lack of progress.



CZECH

TWINS

PM and JM (as reported by Koluchova 1976).

PM and JM were male identical twins born in the former Czechoslovakia 1960. Their mother died at

birth. They spent 11 months in a children's home before being reared by their father and stepmother. Thefather was of low intellect and the stepmother was particularly brutal in her treatment of the twins. They

were kept in a small closet or cellar. They were discovered at the age of 7. Their speech was poor and they

had rickets (due to vitamin D deficiency caused by poor diet), so consequently could not walk. They weresubsequently adopted by two sisters and were well cared for. They were tested at the age of 14 and showed

no long term ill effects. In later life they both found employment and ¶enjoyed warm relationships.·

Clearly the outcome of these two cases is very different. However, it does appear that given favourable care a

near full recovery from early privation is possible. There are a number of reasons why Genie·s outcome was not

good:

· T he possibility that she may have been brain damaged at birth as her father had suggested

· T he later age at which she was discovered.

· She had been reared alone whereas the twins had each other.

· T he better care the twins received after being rescued.



Factors that determine

whether the effects of

privation will be permanent or

not are:

Amount of time spent in

privation If someone else is there

(suffering with them)

Q uality of care afterwards

CZECH TWINS

Recovery possible (but had each

other, they were not deprived

from birth && found earlier

GENIE

Suggests there is no

recovery from privation



LONG TERM EFFECTS OF

INSTITUTIONALISATION

&& PRIVATION

Affectionless Psychopathy (Bowlby)

Less likely to have a special/best friend (Hodges && Tizzard)

More likely to be bullied (Hodges && Tizzard

Depression- Loss of appetite; isolation; sleeplessness;

impaired social && intellectual development

Deprivation Dwarfism- physical underdevelopment due to

emotional deprivation





INSTITUTIONALISATION&& PRIVATION

Reactive attachment disorder

A rare, but serious condition which children are

permanently damaged by their early experiences, caused

by privation. The symptoms mean an inability to give or

receive affection, poor social relationships, dishonestly &&

criminal behaviour



MICHAEL RUTTER

Bowlby had made a serious errorin confusing cause && effect

Early separation does not

necessarily cause problems

Instead, families may have other

factors such as:Poverty

Domestic violence

That may lead to delinquency

STUDY

111 Romanian orphans adopted into the UK before

the age of 2

On the arrival in the UK, they were physically

undersized, by the age of 4 they caught up

The later they were adopted the slower the

process they made



DAY

CARE



v

Includes:

Nursery

Childminders Crèche

DAY CARE

Is a form of care for infants && children

offered by someone other than close

family, taking place outside the home,

children spend all, or part of the day incare but return home at night



SOCIAL DEVELOPMENT

Involves the growth of a childs abilities to interactwith others && behave in a pro social manner.

E.G. comforting, befriending, helping && also sharing

It is ongoing through life && includes relationshipswith friends, families, negotiating with peers,

popularity, aggressiveness etc.



SOCIAL DEVELOPMENT

AGRRESSION

Day care positive-

around other children

&& adults to learn

what's behaviour is

acceptable

Day care negative- not

getting any individual

attention needed somay lead to do bad

things for attention



SOCIAL DEVELOPMENT

PEER RELATIONS

Day care positive-

opportunity to build

friendships with people

their own age

Day care negative-

jealously, anxious

attachment effectfriendships? Children

feeling left out?



POSITIVE EFFECTS

Shea (1981) video-taped 3- and 4-year old children at

playtime during their first 10 weeks at nursery school.

Results showed children became more sociable the longer

they were in day care. They stood closer together and

engaged in more rough-and-tumble play, and moved further

away from teachers. A strength of the study is that it is a

well-structured observation, looking at measurable

behaviour (distance, frequency of interaction).

POSITIVE EFFECTS



POSITIVE EFFECTS

CLARKE-STEWART ET AL

Experiment 1: looked at the peer relationships

of 150 children (2-3yrs) who came from diff

social backgrounds

Experiment 2: looked at the strength of

attachment in a group of 18 month oldchildren. These children has atleast 30 years of

daycare per week. The strange situation was

used. The results were compared to children

who had low insensity day care (less than

10yrs per week)

TEMPORARY

SEPARATION DID NOT

AFFECT ATTACHMENT

FOUND:

The 2-3yr olds who had experienced day care

were good && negotiating with each other &&

in the SS those with high && low intensity day

care were equally stressed at being left, in other

ways there was no difference between them

EVALUATION

Controlled observation

means easily replicabe It is artificial so it lacks

ecological validity



NEGATIVE EFFECTS

Belsky (2002) conducted a longitudinal study researching

the development of 1083 children across the USA. He noted

that children who had averaged less than 10 hours of day

care (per week) in the first 4 ½ years were 5% more likely to

have higher levels of aggression. Whereas, children

averaging 30 hours or more showed a 16% increase in

aggressive behaviour.



NEGATIVE EFFECTS

BELSKY && ROVINE

Used the strange situation to assess

levels of attachment

Children under the age of 1 in 20+

hours of daycare were compared to

children not in daycare. Those in day

care were most likely to be insecurely

attached. Those not in daycare morelikely to be securely atttached

SO IT WOULD SEEM,

DAYCARE HAS A

NEGATIVE EFFECT ONSOCIAL DEVELOPMENT

CONSISTENCY OF CARE



CONSISTENCY OF CARE

Children find it difficult to form

attachments if either there is a high

turnover of staff or if the carers arelooking after larger numbers of

children. The same applies to the

adult carer. If they know they will be spending

more time with a child they will be

prepared to put more effort into

caring for the child. Tizard (1977)

concluded that one of the reasons

children did not form attachments

during institutionalisation was

because of the number of carers

they had, an average of 50!



EVALUATION OF DAY



Different studies have focused on different forms of day care (e.g.

nursery, child minders etc.) Each form of day care may have a different

effect on social development.

Many studies on day care have used American infants (Culture Bias).

Therefore any conclusions drawn from such research may not apply to

other cultures.

Cause (day care) and effect (social development) relationships cannot

be drawn from the studies.

Other external variable could effect social development outside of the

day care environment. For example, physical deprivation of child,

mothers sensitivity, income and education of the parents.

Much of the research seems to lead to contradictory findings, and that

these disagreements are difficult to resolve because research is still at

an early stage.

CARE

EFFECTS ON SOCIETY



EFFECTS ON SOCIETY

Research has led to steps being taken to ensure daycare is

providing the best for children && has focused on:

Adopting a key worker approach that meets the

emotional needs

Having a low adult to child ratio

Having small group sizes

Having well trained staff

Having low staff turnover

Having appropriately challenging age based activities

Having enough room && a clean && safe environment

Attachment Revision[1]

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