The Four Stages of Attachment in John Bowlby
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With his identification of the four stages of attachment, John Bowlby (1969) was instrumental in illuminating the changes in the development of attachment between mother and child. During the first phase of indiscriminate sociability, infants interact with most people with their cries, coos and smiles from birth to two months in order to receive attention. Between two and seven months, the infants begin to develop a preference for the responses of familiar caregivers such as the mother. With the third phase of attachment (seven to 24 months), the infants possess a strong attachment to their caregivers and suffer from separation and stranger anxiety. Their strong relationships with their caregivers are formed in tandem with the development of their motor ability to move towards their caregivers for safety and verbal skills that enable them to socialize with their caregivers on a more complex level than before. During the final phase that starts typically from age two, the young children have acquired representational and memory skills that allow them to relate to their environment in an active way. Thus, they do not require the constant attention of their parents. They also begin to adjust their perspectives of various situations and understand the points of view of their parents. At the same time, they are able to cope with short periods of separation from their parents. Although Bowlby's model demonstrates the significance of attachment in the early years, it has a few
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tterns that occurs between mother and child in normal circumstances (p. 542).
According to Strage (1998), researchers have studied the social and cognitive development of children aged three and older in order to determine their attachment relationship with their parents. Attachment theorists have found that children who exhibit insecure-avoidant and insecure-ambivalent patterns of attachment possess low self-esteem and high dependence on others. In contrast, children with secure attachment relationships with their parents succeed in the academic and social spheres of their life. They enjoy exploring their environment and exhibit self-confidence. Furthermore, they are also able to form healthy relationships with their peers.
Strage's (1998) research study on college students also demonstrated that attachment patterns with parents was a strong predictor of the sample students' attitudes and behaviors. The students who displayed the ability to set goals and achieve them had secure attachment relationships with their parents. On the other hand, the students from insecure-ambivalent families were not able to regulate their learning and attain their goals (pp. 20-2). Nonetheless, it is important to note that the results of this st
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Approximate Word count = 1731
Approximate Pages = 7 (250 words per page)
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