Psychology

It is a scientific study that tries to understand and explain thoughts, emotion and behaviors.

        Attachment theory happens to be a part of psychology that explains interpersonal relationships between people. Children tend to seek an attachment figure in situations their minds are unable to solve. Probably most of the time an attachment to an adult is inevitable since children are sensitive and responsive in social interactions. In this case adults mould the children behavior, guiding their feelings and expectations in a later relationship.

Mary Ainsworth in her work, Strange Situation Protocol deduced four types of children attachment.

Secure Attachment, also known as Rapprochement
This kind of attachment places children at a confident position of security. Children are able to inter-relate with the surrounding and when security is provided during the time of need, a child is educated on how to cope with challenges in future. Secure attachment therefore is the most adaptive attachment relationship when the child needs are appropriately attended to.

InsecureAnxious-Avoidant Attachment
A child shows little or no emotions to the surrounding. A child displays an avoidance behavior towards the parent or completely ignores the parents. This type of attachment develops when the parenting style is questionable, i.e. the child loses confidence in the parent, if constantly the parent perceives the child needs are less important.

InsecureAmbivalent-Resistant Attachment
        This type of attachment develops if the parent on one hand puts his or her own priorities at forefront but later attends to the needs of the child. This kind of attachment is imbalanced since the parent does not initiate the attention unless it is related to the parent interest at the moment. The child is anxious of the surrounding and to strangers. The absence of the parent leaves the child insecure and the child becomes ambivalent on return of the parent. When the parent tries to initiate attention, the child is resentful.

Insecure-Disorganized
This type of attachment develops when the child perceives the parent to be frightening, or not comfortable to be around with. The child cannot cope with the parent and lacks a role model. This mode is ineffective since it cannot render a child to be self confident and cannot offer a figure to be attached to.

         With the above kind of attachment relationships, taking your child to school in the first day is hectic and unpredictable on how the child can cope with the change of personality, surrounding, and a figure to relate to. For example in the first day of the day care with an understanding of your child putting into considerations your child has the following can be put in the back pack.

For a Security Attached Child
         Put favorite toys, and a note to the care giver. These children are playful and social. However, they feel secure when a visible figure who they perceive can attend to them in times of need. A note to the care giver with details of how to tackle various issues if the child needs them is essential. Toys are basic, for interactivity with other children. These kids are social and as a parent, toys are the best tools to keep the child busy.


For InsecureAnxious-Avoidant Attachment
         For such a kid toys will keep the child with its own preservations since it does not mind about the absence of parents. A note should be placed in the back pack for the caregiver with instructions that too much attention irritates the kid.

InsecureAmbivalent-Resistant Attachment
        Put a parent photo in the back pack or anything that the child is used to seeing with the parent. This will assist as a constant reminder of the parent to the child. In this case the child will remain ambivalent in some ways and with no one trying to seek attention the child can be occupied with toys.

For Disorganized Attachment
        Put items like toys which will engage the mind of the child into organizing objects. After various attempts the caregiver will have to help the child out. In such a situation the child is able to attach to the care giver without fear

2. In Vygotsky zone of proximal development Vygotsky defines inter psychology as the means by which learning is presented to a child a social-interactive way by a parent, teacher and maybe from colleagues. Educators at this instance are encouraged to provide a very interactive social setting for education. On the other hand intra psychology is the means to which the learning internalizes inside the child (Vygotsky 1978).

This theory is helpful in assessing a child potential development. The adverse effect in this Vygotsky theory is that a child no longer becomes self reliance in learning and may over rely on the more experienced colleagues, remember this theory offers a set up where the child and the teacher relate in a group setting, either in group work or teams.

           Scaffolding becomes the alternative in facilitation of Vygotsky theory as proposed by Wood, Brunner, and Ross (1976). This concept is to achieve three objectives, i.e. reducing the extent of freedom with which a child has to cope, utilize tactics to focus attention and provide models of expectation. When a child becomes more used to a role the over-reliance on the teacher or any other guiding person reduces. It happens that with success of a role the confidence of the child builds-up and aspires for greater roles. When a child fails a role, a teacher control over the role should be displayed again in a manner that encourages retrial of the role or any other means to redo the role.

           With an example of fishing, there is a rod, a hook and a bait, teach the child how to hold the rod and put the bait at the end of the hook. The more the child acquires the holding of the rod the more the parent eases the grip on the rod allowing the child more control. The child may get nervous at the first catch and may lose the grasp of the rod when a fish is caught at the hook but with patience and more trials the child is able to concentrate. With catching of small fish to big fish attention and interest of fishing becomes more. In order to assert more courage as a parent also have your own fishing rod and try to compete with your child, you will get amazed by the development, the child gets exited and even tries to perfect the art of fishing by itself. Make sure that you only guide the child to fish at the beginning and do not control the child when you note progress. Continued control of the act will reduce self-motivation on the kid and may lead to disliking of the fishing process.