develop relationships with children to facilitate their development

Why does separation matter?

— represents adaptive survival mechanisms rather than defiance or poor parenting


Foundational theories - Bowlby:

— infants have an y biological drive to form a monotropic bond

— this provides an internal working model that guides emotional relationships throughout their life

— claimed that children who experienced prolonged separation from their mother or main caregiver during the first 2 and a half years were at a greater risk of difficulties later in life

he associated maternal deprivation with the following possible difficulties:

— difficulty forming close relationships

— emotional difficulties such as depression

— persistent antisocial behaviour

— “Affection-less psychopathy” (lack of guilt, empathy and affection)

— based this study on juvenile thieves however his conclusions were later criticised because he may have confused cause snd effect

maternal deprivation is a risk factor not an inevitable cause


Ainsworth - attatchment:

— strange situation theory based upon how infants responded to brief separations and reunion with their primary caregiver

— insecure avoidant - shows indifference to separation, avoids or ignores caregiver upon reunion and suppresses emotional distress

— secure - uses the caregiver as a secure base, shows distress upon separation but is easily comforted upon reunion

— insecure ambivalent - shows high separation anxiety, seeks proximity upon reunion but resists physical contact or comfort

— disorganised disoriented - child does not show one consistent way of dealing with stress or seeking comfort, child might move towards the caregiver then suddenly avoid, freeze or seem confused, conflicted thoughts as the caregiver was a source of safety and fear


Schaffer and Emerson:

— babies usually form a specific attachment to one main caregiver around 7 months

— followed by secondary attachments to other familiar adults such as fathers, grandparents and practitioners around 10 months

— strength of an attachment depended on the quality of interaction and responsiveness than who fed the baby

— separation anxiety was stronger to whom the baby had the strongest attachment with


The Robertsons:

— observed that young children that were separated from their mothers often experienced three stages of separation anxiety

1. Protest - crying, searching, calling and trying to regain the mothers attention

  1. Despair - becoming withdrawn, sad and less active, loss of hope that their mother will return

  2. detachment - appearing calmer and accepting comfort from others but sometimes seeming emotionally detached when reunited

— emphasised how separation can be highly distressing especially when the child lacked a familiar substitute carer

— supported bowlby’s work on the importance of parental contact

— found that children cope better with separation when they can form a secure attachment to a familiar substitute carer beforehand

— children should meet with the substitute caregiver before separation, experience consistent care from the same person, keep contact with the primary caregiver where possible, be helped to see the substitute caregiver as a reliable source of comfort

— emphasised that sudden separation without a familiar replacement was likely to produce intense protest, despair and detachment

— key person system applies these findings

— this creates continuity of care and gives the child a reliable source of comfort and create a safe base in the setting


The Key Person:

Working with parents:

— share information about what the child has been doing and find out about them at home

— find out about the wishes of the parent

— share information about the child’s development and progress and complete assessments such as the 2 year check together

— can offer advice snout transitions and help it to be as smooth as possible


Attachments:

— this prevents the child becoming stressed and developing separation anxiety

— before they start at a setting they should have developed a relationship either their key person

— this will support their development particularly their personal social emotional

Alleviating separation anxiety:

— peaks between 9 and 18 months when object permanence matures

— transitional objects - familiar items offering comfort

— staggered settling in - gradual increase in nursery hours

— predictable handovers - transparent and consistent routines

— avoid advising parents to sneak away unnoticed as this shatters trust and escalates separation distress


Observation and planning:

— key person will spend time snd get to know the children so they will write observations and assessments

— they will also plan activities snd opportunities based on their interests, what parents tell them and their stage of development


Working with other professionals:

— key person will work alongside other professionals to provide information to support their development particularly child

— key person knows the child well and can comment on their development