CONTRIBUTORS
This month, in our ongoing collaboration with Edge Hill University curated by ALICIA BLANCO-BAYO, the university’s Senior Lecturer in Early Years Education, we hear from two Year 3 BA (Hons) Working and Teaching in the Early Years students, ELLA SANDERS and ZARA POSTLETHWAITE
Secure Beginnings: Exploring The Impact of Attachment on Early Behaviour and Learning
Comment by ELLA SANDERS, Year 3 BA (Hons) Working and Teaching in the Early Years student at Edge Hill University
Secure attachments in early childhood are foundational to the healthy development of individuals, shaping their emotional well-being, social competence, cognitive abilities, and long-term health outcomes. In Bowlby’s attachment theory, as suggested by Kaur et al (2024), an attachment is a bond formed from a child’s need for protection and security, previously thought to be driven by the need for food. However, O’Connor (2018) argues that this urge is instead about an instinctive drive for safety as a baby’s attachment-seeking behaviours attract caregiving responses, triggering a responsive action from parents. When these responses are erratic, the child learns that the adult cannot be relied on, leading to uncertainty. Bowlby showed that children separated from their parents or carers experience intense feelings of withdrawal and identified that such separations could have harmful effects, often causing mental illness in adulthood (Holmes, 2014). Bowlby (1969, cited in Miranda et al, 2019) also recognized that abusive and neglectful parental behaviour can lead to insecure attachment, subsequently harming a child’s health and wellbeing. Additionally, Bowlby (1951, cited in Hennessy et al, 2014) observed that early deprivation in children can lead to issues such as conduct disorders, attentional deficits, and the inability to show and receive affection, which can mask attachment problems. These types of attachments can be derived from a plethora of issues including the death of a parent, drugs, and alcohol abuse, premature or traumatic births and children being placed in foster care after a traumatic experience (Fletcher and Gallichan 2016).
On the other hand, when children form secure attachments, they feel safe and valued, knowing they can rely on their caregivers for comfort and support. This sense of security fosters self-confidence and emotional resilience. Children with secure attachments are better equipped to regulate their emotions, handle stress, and develop a positive self-image (Geddes, 2018). The early bonds formed through these secure attachments can also significantly influence a child’s social development. Subsequently, securely attached children are more likely to engage positively with peers, form healthy relationships, and exhibit pro-social behaviours like sharing and cooperation in contrast to children with insecure attachments who may struggle with social interactions, experience difficulties in forming friendships, and often may exhibit behavioural problems such as aggression or withdrawal (Columbia et al, 2020). Therefore, in order to support attachment development, the key person approach in early years settings is crucial. The Birth to Five Matters (Early Education, 2021) document highlights the key person’s role in fostering attachment, providing stability, and offering a loving, supportive relationship. Similarly, Read (2014) suggests that a key person helps maintain a child’s sense of security when apart from their parents.
As previously mentioned throughout Bowlby’s research (Holmes, 2014) early attachment plays a crucial role in the development of an individual’s emotional and psychological well-being thus, perpetuating a secure attachment across generations. However, when attachment is insecure or disorganized, it can contribute to intergenerational trauma. Intergenerational trauma as noted by Isobel et al (2019), involves the transmission of trauma and its effects from caregivers to children, impacting emotional, cognitive, and behavioural development. Zhukova (2020) also adds that children may directly experience or witness trauma or be affected by caregivers’ emotional distress and maladaptive coping, leading to anxiety, behavioural issues, or insecure attachment patterns.
In conclusion, secure attachment in early childhood is crucial for emotional, social, and cognitive development. Early bonds with caregivers shape a child’s ability to handle challenges, form healthy relationships, and grow personally. Recognizing the importance of secure attachment emphasises the need for supportive caregiving. Addressing insecure attachments through therapy and support can lead to significant positive changes, fostering emotional well- being, healthier relationships, and resilience. Overcoming insecure attachment benefits not only the individual but also those around them, promoting overall emotional health.
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www.education-today.co.uk
Embracing digital play in Early Years Education Comment by ZARA POSTLETHWAITE
Year 3 BA (Hons) Working and Teaching in the Early Years student at Edge Hill University
With the rapid advancement of technology, digital play is becoming an increasingly significant aspect of early childhood education. In the midst of a digital revolution, as Kaye (2016) suggests, children’s interactions with technology are shaping their futures
in profound ways. For early years practitioners, understanding and effectively integrating digital play into their practice is essential to foster a well-rounded development in children.
Digital play encompasses a broad range of activities facilitated by technology. Murcia, Campbell, and Aranda (2018) describe it as any teaching method that utilises technology to enhance learning. This can include the use of computers, tablets, smartphones, electronic toys, and console games (Marsh et al., 2016). The exposure to these technologies from a young age is almost inevitable in modern households and learning environments (Harvey, 2023). Proponents of digital play argue that it offers numerous benefits. For instance, digital play can be seamlessly integrated into daily learning, promoting cognitive and imaginative development (Edwards, 2011). Popular apps like Minecraft are known to foster creativity and problem-solving skills in young children (Marsh et al., 2016). Murcia et al. (2018) further highlight how digital technologies can support cognitive development through activities that encourage problem-solving and computational thinking. Studies also show that guided interaction with digital technologies can be beneficial. For example, Plowman and Stephen (2007) found that adult-guided digital play enhances children’s persistence, engagement, and pleasure, while also aiding their gesture, touch, and language development.
Despite these advantages, there are valid concerns about the impact of digital play on children’s health and social skills. Critics argue that excessive screen time can lead to reduced physical activity, poor social skills, and even obesity (Plowman, Stephen, and McPake, 2010; Reid-Chassiakos et al., 2016). The link between heavy digital use and negative health outcomes, such as disrupted sleep and increased BMI, has been noted in various studies (Cox et al., 2012; Wen et al., 2014). Additionally, early years practitioners face challenges in effectively incorporating digital play due to a lack of comprehensive guidelines and varying pedagogical perspectives. Current frameworks like the Early Years Foundation Stage (EYFS) do not explicitly address technology or digital play, although non-statutory guidelines such as Birth to Five Matters (Early Education, 2021) offer more detailed advice. Despite the debates and challenges, digital play can be a valuable tool in early childhood education when used thoughtfully. Here are some top tips for early years practitioners on how to effectively integrate digital play: · Balance Screen Time: Ensure a healthy balance between screen time and physical activities to promote overall well-being
· Use Age-Appropriate Tools: Select digital resources that are suitable for the children’s age and developmental stag
· Incorporate Guided Play: Engage with children during digital play to guide and enhance their learning experience.
· Promote Safe Usage: Teach children about safe and responsible use of digital devices.
· Integrate Across the Curriculum: Use digital tools to complement various areas of learning, such as literacy, numeracy, and creative arts.
· Encourage Creativity: Choose apps and games that foster creativity and problem-solving rather than passive consumption.
· Stay Updated: Keep abreast of the latest research and developments in digital play to continuously improve practice.
As digital technology continues to permeate all aspects of life, its role in early childhood education is set to grow. By understanding the benefits and addressing the challenges, early years practitioners can effectively incorporate digital play into their practice, ensuring it serves as a powerful tool for enhancing children’s learning and development.
July/August 2024
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