Attachment

Who do you want to share the good, the bad, and the ugly with?

Attachment

~ family ~

Emotional bond: A strong emotional connection that develops between a child and their caregiver.

Attachment Theory

Sense of security: Helps children feel safe, supported, and confident exploring the world.

Attachment

Strange Situation

1979

1958

Researchers observed how infants reacted when their caregiver left the room and returned.

Infants form different types of attachment based on the caregiver’s responsiveness and sensitivity.

Key conclusion: Attachment is strongly based on comfort and emotional security.

Individual Differences in Attachment

Insecure-resistant attachment

Secure

Child uncomfortable exploring, clings to caregiver, distressed at departure, ambivalent/angry upon their return, hesitant to return to play w/ caregiver present.

Child explores the room, protests caregiver’s departure, then seeks consolation at their return, then explores again.

Insecure-avoidant attachment

Insecure disorganized children

children show insecurity by being disorganized and disoriented.

Child exhibits low levels of emotion and sharing, shows no distress when caregiver leaves, is indifferent to caregiver’s return.

Secure Attachment

What Secure Attachment Looks Like in the Classroom

• Students with secure attachment tend to:

• Feel comfortable asking for help when they don’t understand something
• Show confidence in trying new tasks, even if they might fail
• Use the teacher as a safe, supportive base while still working independently
• Build positive relationships with peers and cooperate in group work
• Regulate their emotions more effectively (recover from frustration, stay engaged)
• Trust that the teacher is consistent, supportive, and fair

How?

• Sensitive to the babies’ signals
• Consistently meet their needs

Secure Attachment

🧠 Scenario 1 → Secure Attachment Child is upset when caregiver leaves (typical) Seeks comfort when they return Is able to calm down and return to play 👉 Key clue: Uses caregiver as a secure base

Insecure-resistant attachment

Key Takeaway: Children with insecure-resistant attachment often experience caregivers as unpredictable—sometimes nurturing, sometimes not—which leads them to become anxious, clingy, and unsure in relationships

Why?

• Unpredictable
• Anxious
• Clingy
• Unsure
• Inconsistent

Resistant Attachment

🧠 Scenario 2 → Resistant (Ambivalent) Attachment Why: Extremely distressed when caregiver leaves Seeks comfort but also resists it (pushes away, stays upset) 👉 Key clue: Inconsistent response—wants closeness but also resists

Resistant Attachment

Students with insecure-resistant attachment may:

• Be overly dependent on the teacher and constantly seek reassurance
• Show high anxiety about getting answers wrong or being separated from support
• Have difficulty working independently
• Become easily frustrated or upset, even with small challenges
• Seek help but then resist it (e.g., remain upset or not follow guidance)
• Struggle with emotional regulation and may appear clingy or unsure

I need help!

Insecure – Avoidant Attachment

Why?

• Unavailable
• Unresponsive
• Rejecting
• Lack of bond
• Neglectful

Children with insecure–avoidant attachment often experience caregivers as consistently unresponsive or rejecting, leading them to suppress emotions, avoid closeness, and rely only on themselves.

Avoidant Attachment

🧠 Scenario 3 → Avoidant Attachment Why: Shows little emotion when caregiver leaves Avoids or ignores caregiver upon return 👉 Key clue: Minimizes connection/doesn’t seek comfort

Avoidant Attachment

Students with insecure-avoidant attachment may:

• Appear independent, but avoid asking for help even when they need it
• Show little emotion or seem detached from the teacher and peers
• Prefer to work alone and may avoid group activities
• Seem unbothered by feedback, but may be disengaged internally
• Avoid closeness with the teacher and may ignore support or encouragement
• Struggle to build trusting relationships, even if they are capable academically

I need help!

• What it looks like
• Why it may happen
• Outlook for the future

Disorganized Attachment

🧠 🧠Scenario 4 → Disorganized Attachment Why: Displays confusion, fear, or odd behaviors No clear or consistent pattern of response 👉 Key clue: Disoriented or fearful behavior toward caregiver

The Attachment Theory How Childhood Affects Attachment

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• Provide consistent reassurance while gradually encouraging independence, like checking in often at first and then slowly reducing support.
• Building a predictable routine would help the student feel more secure and know what to expect throughout the day.
• Use positive reinforcement to build their confidence when they try tasks on their own, even if they make mistakes.
• Model calm behavior and teach simple coping strategies, like taking deep breaths or using a break space.
• Clear, step-by-step instructions could help reduce their anxiety and make tasks feel more manageable.
• Build a relationships with the student so they feel safe, but also set gentle boundaries to support independence.
• Using gradual release (‘I do, we do, you do’) would help them feel supported while learning to work on their own.”

• Build trust slowly by being consistent and available without forcing interaction.
• Check in privately so the student doesn’t feel put on the spot in front of peers.
• Provide choices (like working alone or with a partner) could help them feel more in control.
• Normalize asking for help by modeling it and encouraging the whole class to do so.
• Use nonverbal check-ins (like thumbs up/down) might make it easier for them to communicate needs.
• Positive feedback when they do seek help to reinforce that behavior.
• Create a low-pressure, supportive environment over time would help them feel safer opening up.