Attachment Theory For Early Childhood Educators

Introduction

The significance of attachment between an infant and a primary caregiver has long been recognised (Ainsworth et al., 1978, cited in Gonzalez-Mena & Eyer, 2015; Bowlby, 1958); in fact, John Bowlby began investigating this idea in the 1950s. Developing a healthy attachment relationship with an educator is also essential for infants and toddlers in Early Childhood Education and Care (ECEC) settings (Bowlby, 2007; Dolby et al., 2013; Swan & Dolby, 2003). As such, educators working with infants and toddlers should have a solid understanding of Attachment Theory, as well as some practical strategies for fostering healthy and secure attachment relationships in ECEC settings.

What is Attachment Theory?

The most widely accepted definition of attachment is a lasting and secure emotional bond between two people (Ainsworth, 1978, cited in Gonzalez-Mena & Eyer, 2015). Attachment relationships are characterised by:

• A desire to be close to and maintain proximity with the primary caregiver.
• Comfort in the presence of the primary caregiver.
• Comfort and emotional regulation provided by the primary caregiver (particularly when the infant/child is tired, stressed, hungry, or unwell).
• The ability to use the primary caregiver as a 'safe base' from which to explore.

Bowlby (1958, cited in Gonzalez-Mena & Eyer, 2015) hypothesised that the drive to form an attachment relationship is biologically driven to ensure survival. As infants are born completely dependent, their survival is contingent on adults to meet their basic needs. Bowlby's Attachment Theory describes how a child's primary attachment figures (typically parents) serve as a 'safe base' from which infants and toddlers can safely explore their environment and the world around them (Bowlby, 2007). Ainsworth built upon Bowlby's Attachment Theory when she identified several different patterns of attachment, including secure attachment and several forms of insecure attachment through her 'Strange Situation' observations (Ainsworth, cited in Gonzalez-Mena & Eyer, 2015).

Further to this theoretical framework, Perry (2001, cited in Gonzalez-Mena & Eyer, 2015) argues that we are born with the potential for empathy and that a child's early experiences shape how this potential develops over time. Therefore, the quality of the attachment relationship between an infant and a primary caregiver can have a significant impact on many areas of development, including a child's social-emotional development and their ability to connect and empathise with others (Elliot & Gonzalez-Mena, 2011; Gonzalez-Mena & Eyer, 2015; VEYLDF, 2022).

Why is Attachment Theory important for Early Childhood Educators?

Developing a healthy attachment relationship with an educator is not only important in terms of the safety and wellbeing of infants and toddlers in ECEC settings, but also in terms of their development and learning (Dolby et al., 2013; Swan & Dolby, 2003). The importance of attachment is reflected in a number of regulatory and curriculum frameworks for early childhood education. For example, the National Quality Standard (NQS) emphasises the importance of warm and responsive relationships between educators and children, recognising that these relationships are central to children's learning, development, and wellbeing (ACECQA, 2011, 2020). Similarly, the Early Years Learning Framework (EYLF) identifies 'Secure, respectful and reciprocal relationships' as one of five core practices in Early Childhood Education and Care (ACECQA, 2022, p. 18), highlighting the significance of positive relationships in promoting children's sense of wellbeing, belonging, and learning.

While parents are always a child's first and most important attachment figures, infants, toddlers, and young children also develop attachment relationships with other important adults in their lives, including educators (Dolby et al., 2013; Swan & Dolby, 2003). Given that infants and toddlers may spend many hours in ECEC settings, it is important that educators develop responsive and nurturing relationships with children, and that stable and consistent relationships are prioritised in ECEC settings.

Patterns of Attachment

Ainsworth's (1978, cited in Gonzalez-Mena & Eyer, 2015) research identified four patterns of attachment, including one secure pattern and three insecure patterns. Additional research has also identified a fourth insecure pattern, known as Disorganised Attachment (Main and Solomon, 1990, cited in Gonzalez-Mena & Eyer, 2015). These four patterns and their implications are briefly outlined in this section, as well as their implications for early childhood educators.

Secure Attachment

Infants and toddlers who have developed a secure attachment relationship with their primary caregiver(s) show distress when separated from their primary caregiver, but are easily soothed upon their return (Ainsworth, cited in Gonzalez-Mena & Eyer, 2015). Children with secure attachment relationships are generally more comfortable exploring their environments and interacting with others, as they are confident that their caregiver(s) will be responsive to their needs.

In terms of the implications for educators, this pattern suggests that children need to develop a sense of trust in their educators in order to feel safe and secure in ECEC settings. Consistent and responsive caregiving from educators can help children develop this trust and, consequently, support children's transition into and experience in ECEC settings.

Anxious Ambivalent (Insecure) Attachment

Children with Anxious Ambivalent Attachment relationships with their primary caregiver(s) may show intense distress upon separation, but may be difficult to soothe upon reunion (Ainsworth, cited in Gonzalez-Mena & Eyer, 2015). They may also show ambivalence towards their primary caregiver, simultaneously seeking comfort and pushing them away.

For educators, children with Anxious Ambivalent Attachment may require additional support and reassurance to feel safe and secure, and may struggle with transitions. Consistent and nurturing responses from educators can help these children develop a greater sense of trust and security in ECEC settings.

Avoidant (Insecure) Attachment

Children with Avoidant Attachment relationships with their primary caregiver(s) may show little distress upon separation from their caregiver and may avoid contact with them upon reunion (Ainsworth, cited in Gonzalez-Mena & Eyer, 2015). This pattern may develop when a primary caregiver is often unavailable or unresponsive to an infant's needs.

For educators, children with Avoidant Attachment may appear self-sufficient and may not actively seek comfort from adults. However, this does not mean they do not have emotional needs. Educators can support these children by providing consistent and responsive care, and by working to build a trusting and nurturing relationship over time.

Disorganised (Insecure) Attachment

Children with a Disorganised Attachment relationship with their primary caregiver may show a lack of consistent strategy for dealing with separation and reunion, and may display a mix of behaviours, including fear, confusion, and apprehension (Main and Solomon, 1990, cited in Gonzalez-Mena & Eyer, 2015). Disorganised Attachment is thought to be connected to experiences of abuse or neglect, or other significant trauma (Gonzalez-Mena & Eyer, 2015).

For educators, supporting children with Disorganised Attachment can be challenging and may require additional professional support. It is important for educators to remain calm, consistent, and nurturing in their interactions with these children, and to work collaboratively with families and other professionals to support the child's wellbeing.

The Primary Caregiver Model and the Key Person Approach

The Primary Caregiver Model (sometimes also referred to as the Key Person Approach) is a practical approach to supporting the development of healthy attachment relationships in ECEC settings (Dolby et al., 2013; Swan & Dolby, 2003). In this model, each child is assigned a primary educator or 'key person' who is responsible for their care, and works to build a warm, responsive, and nurturing relationship with the child and their family (Dolby et al., 2013).

The aims of the Primary Caregiver Model are to:

• Support the child's transition into ECEC settings by developing a warm and trusting relationship with a consistent educator.
• Provide the child with a 'safe base' from which to explore and learn in the ECEC setting.
• Provide individualized and responsive care to meet each child's unique needs.
• Support the child's social-emotional development and wellbeing.

The Primary Caregiver Model involves regular and meaningful interactions between the child and their primary caregiver, and prioritises consistent and stable relationships. This might include activities such as:

• Greeting the child warmly when they arrive.
• Providing consistent and responsive care during routines (e.g., feeding, nappy changes, sleep times).
• Engaging in play and learning experiences with the child.
• Communicating regularly with the child's family to share observations and updates.
• Advocating for the child's needs and interests within the ECEC setting.

Where possible, educators in the Primary Caregiver Model should aim to remain with a child for as long as possible, minimising the number of transitions a child experiences within the ECEC setting. However, it is also important to support children in developing relationships with other educators and in building resilience and flexibility in navigating the social world.

Practical Strategies for Fostering Healthy Attachment in ECEC Settings

Attachment Theory provides a number of practical implications for educators working with infants and toddlers in ECEC settings. Some strategies for fostering healthy attachment relationships include:

Responsive Caregiving

Responding promptly and sensitively to an infant or toddler's cues and needs is central to developing a healthy attachment relationship. This might involve:

• Responding to crying and other cues of distress promptly and sensitively.
• Engaging in reciprocal and responsive interactions during play and daily routines (e.g. face-to-face interactions, turn-taking play).
• Offering comfort and reassurance when a child is upset or distressed.
• Being attentive to a child's individual cues and signals, and adjusting your responses accordingly.

Building Trust

Building trust with children and their families is also important in developing healthy attachment relationships. Strategies for building trust might include:

• Being consistent and reliable in your caregiving routines and interactions.
• Being honest and transparent in your communications with families.
• Maintaining confidentiality and respecting the privacy of children and families.
• Following through on commitments and promises.

Supporting Transitions

Transitions, such as starting a new ECEC setting or moving between rooms, can be challenging for infants and toddlers. Strategies for supporting children through transitions might include:

• Planning for and managing transitions thoughtfully and sensitively, in collaboration with families.
• Maintaining consistent routines and relationships where possible.
• Providing additional support and reassurance during transitions.
• Communicating regularly with families about their child's experiences and progress.

Emotional Regulation

Supporting children's emotional regulation is also important in fostering healthy attachment relationships. Strategies for supporting emotional regulation might include:

• Modelling calm and regulated behaviour for children.
• Providing a calm and predictable environment.
• Offering comfort and reassurance when a child is upset or distressed.
• Helping children to name and understand their emotions (e.g. 'I can see you are feeling frustrated. Let's take some deep breaths together.').

Partnering with Families

Partnering with families is another important aspect of supporting healthy attachment relationships in ECEC settings. Strategies for partnering with families might include:

• Communicating regularly with families to share observations and updates about their child's experiences and development.
• Seeking and valuing family input in decisions about their child's care and education.
• Supporting families in developing their own attachment relationships with their children, for example by sharing information about Attachment Theory and responsive caregiving strategies.
• Working collaboratively with families to support the child's transition into and experience in ECEC settings.

Conclusion

Attachment Theory has significant implications for educators working with infants and toddlers in ECEC settings. By understanding the key principles of Attachment Theory and implementing practical strategies to foster healthy attachment relationships, educators can support children's social-emotional development, wellbeing, and learning. The Primary Caregiver Model is one practical approach to supporting the development of healthy attachment relationships in ECEC settings, and there are a range of strategies that educators can employ to foster secure and nurturing relationships with the children in their care.

About the author

Nellie Hodda is an early childhood educator with experience working in a range of ECEC settings, including long day care, family day care, and early intervention. She has a Master of Teaching (Early Childhood) and a Graduate Certificate in Infant and Toddler Mental Health Practice. She is a member of the Infant and Toddler Advocacy Network Australia (ITANA) and became one of the first Australia RIE® Associates in 2023.