Attachment with Infants in the academic settingLindsey Lewis

Table of Content Statement of the Problem Review of Literature Participants in the Research Results Conclusion

Statement of the ProblemFrom my observations I have notice an attachment issue in the class; in particular

a few students in the classroom have secondary attachment issues with the

teachers. This attachment issue was apparent as they would cry when they were

not changed by the caregivers they prefer could not and they would cry if they

were too close to their liking. The bigger problem with this is that one of the

children that have been documented with this issue would be transferring into the

one year old very shortly.

Early Childhood Education Time Sample # 1

Item(s): Crying Child’s initials: __VC______ Observer: __LL_____ Period of Observation: _2/2/15-2/6/15___

Course: Earl 263G Date: _2/6/15________________ Lab #_________________ Age group: _0months-12months___________ Center/Room: _YMCA______ Context/Setting: Inside_ Frequency count: Number of times VC will cry when she is put down or picked up by other caregivers Purpose: Document your ability to observe the frequency of children’s behavior and to plan responses to promote development (Standard 3)

Date Time Frequency Day Total2/2/15 

n/a n/a n/a

2/3/15 

n/a n/a n/a

2/4/15 

9am-12pm 7 7

2/5/15 

9am-11am 5 5

2/6/15 

9am-12pm 9 9

Weekly Total 

21

Assessment: What did you learn about the frequency/importance of the child’s behavior? I learned from this week’s assessment is that child VC has issues of trust amongst her caregivers. From the documentation of her behavior count she would not let anyone she did not prefer care for her and would cry continuously if her “favorite” caregivers put her down and had to attend to another child. Extension: How would you respond to help the child change his / her behavior?To help change the behavior child VC must not be picked up often and have the exposure with the non-favorite caregivers in order to build trust. The problem is that if we pick her up constantly and not let the other caregivers have a chance to bond with her how will she be able to handle the next room? This child will be turning one very soon and will transition around May. She needs to have this issue resolve otherwise this will continue onwards as she grows older.   

Instructor feedback on your next learning goals: __ Frequency count linked to Item to be tallied 4 3 2 1__ Tally procedure followed accurately 4 3 2 1__ Observation linked to child development and learning 4 3 2 1__ Assessment linked to planning responses to child 4 3 2 1

Key:1 = Not Present; 2 = Emerging; 3 = Developing; 4 = Proficient

Date Time Frequency Day Total 2/9/15

n/a n/a n/a

2/10/15

9-11 5 5

2/11/15

9-11 6 6

2/12/15

9-11 5 5

2/13/15

9-11 7 7

Weekly Total

23

Assessment: What did you learn about the frequency/importance of the child’s behavior? Compared to the last week she was observed, her behavior has gotten worse. The reason being that could have contributed to this finding was that a new person has entered the classroom. As stated in earlier data collections she will not let anyone hold her unless it is the selected few. Extension: How would you respond to help the child change his / her behavior? Child VC needs to have the exposure of the caregivers she does not trust and must not be picked up often from the caregivers she prefers. So far this has not been happening and at this point we need to come together as a team to help decrease this behavior when she transitions. Instructor feedback on your next learning goals: __ Frequency count linked to Item to be tallied 4 3 2 1 __ Tally procedure followed accurately 4 3 2 1 __ Observation linked to child development and learning 4 3 2 1 __ Assessment linked to planning responses to child 4 3 2 1 Key: 1 = Not Present; 2 = Emerging; 3 = Developing; 4 = Proficient

LEP Lesson Plan: Mail for Valentine

Self: Assess yourself. How did this experience go? Which teaching skills were used effectively? Provide specific examples.

This LEP was a bit tense compared with the other lesson plans. This week I worked with one of the children and they had a complete meltdown when I was interacting with them. If I tried to help guide the child with the activity she would continue to cry and scream. I kept trying to support the child as best as I could but it was to no avail.

What feedback did your cooperating teacher have about this planned experience? How can you use this information to grow?Do not feel bad about what had happen with one of the children. You did your best to support the child and reassure her that everything was fine. Well I did feel horrible that one of the children has this insecure attachment with me. I know I’m not the only one she has issues with and this is one of the reasons why I am doing an Action Research project.

What is attachment? Attachment is a complex, ongoing

process. Its definition may vary, but in essence it involves a closeness and a responsiveness to an infant. (Gonzales,2012).

What is attachment? con Very young children are both competent and vulnerable, and they rely on consistent and positive experiences with one of more special adults to become secure. (Gonzales, 2012).

Attachment Theorist John Bowlby

Attachment Theory (Gonzales, 2012)

Mary Ainsworth Stranger Situation Theory

(Husiman, 2010)

Research in the Later Years It has been debated whether exposure

at a young age to childcare in a formal setting affects the child’s attachment. Researchers have examined several variables, including quantity, quality, and time of exposure to childcare and overall results are mixed. (Husiman,2010).

Research in the Later Yearshttps://www.youtube.com/watch?v=6bul1meciGE

Participants in the Research The research sample of the classroom consists of

two students. The total children in the classroom consist of eleven children. The majority of the children are boys (8 boys, 3 girls).

From this pool of children the majority of the class is between the ages of 6months – 13 months of age. The minority age group is a nine week year old child and a five month year old child. Some of these children come from a lower socio-economic background while others may come from a higher socio-economic background.

Child observation: Describe the child’s actions and language.  Child V notices that I am leading the song during circle time with the other children. She gives me eye contact and stares at the box full of the instruments.  

Your response: I chose to  _x_ support __ stretch __ stimulate __ direct __ plan        Describe your actions and language.  I notice that she is giving me eye contact as I am leading the circle time. I reassure the child that she can participate through nurture and I gave her one of the instruments to play along with. From there I gave her positive interactions as we continue to sing the song.  

Reason for your response: I responded as above because ……Explain links to knowledge of child’s abilities / interests / needs. Child V.C needs to have reassurance with the caregivers she is surrounded with. At this point child V.C is slowly warming up towards the other educators in the classroom. Evidence was shown when she stares at the box of instruments and observing on how the said educator would response if she took on of the instruments. 

Reflection: The result was ……Analyze the outcome of this interaction by reflecting on what you learned about the child and about the effectiveness of your own response. The result was that the child was able to participate with the rest of the children during circle time. This is a huge step forward in the regards of interaction between me and the child since she had a meltdown during one of the lesson plans during valentine’s week. From this I am seeing that the child is slowly starting to let her guard down around me.  

Instructor feedback on your next learning goals: __ Specific, accurate, detailed, non-judgmental language 4 3 2 0__ Professional literacy/communication 4 3 2 0__ Knowledge of teaching strategies 4 3 2 0__ Knowledge of teaching skills 4 3 2 0__ Response linked to child development and learning 4 3 2 0__ Reflection linked to self assessment 4 3 2 0 

Key: 4 = Proficient; 3 = Developing; 2 = Emerging; 0 = Not Present 

2.27.15: When the main teacher left for her lunch break in the afternoon, the same unfamiliar co-worker came into the classroom to cover her break. Child V.C has woken up and needed the bottle. The other teacher gives the unfamiliar teacher the bottle and tells her to feed V.C. V.C only drinks about 2oz of the milk from the unfamiliar teacher before she cries for the familiar teacher to feed her instead.

Early Childhood Education Observe & Respond Form

Observer: _LL__ Course: EARL 263G Date: _4.2.15__ Lab # _11__ Age group: 0months -12months__ Center/Room: _Infants_ Context/Setting: __Classroom Environment_________________

Purpose: Document your use of teaching skills and strategies in response to observed child-initiated ideas and actions.

(Standard 4)

Child observation: Describe the child’s actions and language.  Child V.C was staring at me as I was setting up the paint for my “Easter Egg LEP”. She would press her face against the glass and watch me interact with the other children. When I was done with the other child I told child V.C that it was her turn. She stares at me as she as she hesitates about joining me. With a soft tone I motioned for her to follow me and she starts to crawl towards the table. I put her in the smock and I ask her which paint she wants. She points to one of the colors and I put the paint of the paper. She stares at me for a while. I tell her that it’s okay to paint and I demonstrate how to paint on the paper. She starts to paint on the paper and looks towards the assistant teacher as I paint with her. When it was time for her to stop she is reluctant. I clean her up and I hand her off towards one of the teacher. Then she begins to cry as the other teacher is trying to get her set up for the other activity.  

Your response: I chose to  _x_ support __ stretch __ stimulate __ direct __ plan        Describe your actions and language.  With this child in particular I wanted to show her that it was okay to paint with me. I used gentle words as I guided her in the activity. Even though she was still hesitant to do the activity with me, she was comfortable enough to finish the activity with me compared to the first time.  

Reason for your response: I responded as above because ……Explain links to knowledge of child’s abilities / interests / needs. Child V.C has a very insecure ambivant attachment with her secondary caregivers. Gonzales has stated that in order to improve this, “Caregivers must promote a secure attachment by being supportive, persistent and not being put off by the baby” (Gonzales, 2012). Through my actions I have shown this as child V.C was comfortable enough to do an activity with me this time around.   

Reflection: The result was ……Analyze the outcome of this interaction by reflecting on what you learned about the child and about the effectiveness of your own response. From this response I saw that the trust level has greatly improved between child V.C and me. From these improvements child V.C trusts me enough to participate in an activity with me. Therefore in order to continue the improvement I must continue to be persistent and show positive language around this child.  

Instructor feedback on your next learning goals: __ Specific, accurate, detailed, non-judgmental language 4 3 2 0__ Professional literacy/communication 4 3 2 0__ Knowledge of teaching strategies 4 3 2 0__ Knowledge of teaching skills 4 3 2 0__ Response linked to child development and learning 4 3 2 0__ Reflection linked to self assessment 4 3 2 0 

Key: 4 = Proficient; 3 = Developing; 2 = Emerging; 0 = Not Present 

Conclusion Throughout this research my purpose was to

promote a safe environment for the children in the classroom.

During the semester I used observe and response forms, behavior charts, and anecdotal records to document the severity of the issues and the implications I have been placing to solve this issue.

From those results I have seen improvement with the attachment levels between the child and her secondary caregivers.

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