Mrs Smythe is in charge of a local nursery that looks after children aged from six months old to five years old - AQA - A-Level Psychology - Question 14 - 2022 - Paper 2

Ainsworth identified three main types of attachment: secure, anxious-resistant, and anxious-avoidant, each characterized by specific behaviors.

Secure Attachment

Securely attached children tend to experience distress when separated from their parent, seeking comfort upon their return. In the nursery context, those children who exhibit visible upset when parents leave and desire closeness when reunited are likely securely attached. Mrs. Smythe's observation aligns with this, as some children express happiness at the end of the day, reflecting their secure attachment style. Their relationships with caregivers are responsive, indicating a healthy attachment.

Anxious-Resistant Attachment

Children with anxious-resistant attachment stay close to their parents but reject comfort from them when they return, signaling ambivalence. Mrs. Smythe notes how some children stay distressed when their parent arrives, suggesting that they may be anxious-resistant. This behavior often stems from inconsistent responses from caregivers, leading to confused attachments.

Anxious-Avoidant Attachment

Anxious-avoidant children display little emotional response upon separation or reunion. Mrs. Smythe's observations of children who do not show upset when their parent comes to pick them up could indicate they are anxious-avoidant. Their lack of engagement might reflect previous experiences where their needs were not met, resulting in emotional distance.

Contextual Evaluation

Assessing Ainsworth’s types of attachment through the lens of Mrs. Smythe’s experiences at the nursery promotes an understanding of how these attachment styles manifest in young children. For example, relationships between children and caregivers influence patterns of interaction.

Furthermore, the research conducted by Van Ijzendoorn and Kroonenberg indicates that attachment styles vary across cultures, suggesting that Mrs. Smythe’s observations may reflect broader social dynamics. Moreover, Ainsworth's original work primarily studied Western children, which might limit the applicability of her findings universally.

Conclusion

The behaviors noticed by Mrs. Smythe provide valuable insights into Ainsworth’s attachment theory, demonstrating how attachment styles influence children's interactions with their parents and caregivers in the nursery setting. Each child's unique background and temperament play critical roles in their attachment behaviors, underscoring the importance of understanding such individual differences in fostering supportive relationships.