Developmental Theories in Clinical Practice
When teaching a group of 2-2.5-year-old children in a daycare classroom setting, I identified the relevance of developmental theories in a child’s cognitive and psychological development. My main objective was to help the children develop the ability to associate with people in their environment and collaborate to solve the diverse tasks I assigned. I sought to ensure that each child could form a social attachment with any group member by the end of the learning session. I noticed that the children had a natural impulse to form social attachments with the people they associated with. For example, the children loved to hug me, sit on my lap, and show me things. One of them could cry when he could not have somebody’s attention. The children also loved to listen to a book being read and would actively respond to the questions and instructions given to them. Therefore, my objective was met to stimulate their ability to establish social attachments.
The experience concurred with Bowlby’s attachment theory of human development. The theory identifies the tendency of human beings to develop an unceasing ability to naturally establish strong attachments among themselves throughout their developmental process. According to the theory, human beings come into the world biologically pre-programmed to form attachments with others, which helps them to coexist and survive adverse situations (Keller, 2018, p. 11414). As such, the theory identifies children’s ability to recognize the importance of relating with each other without influence. Most of the children in my class demonstrated a desire to establish positive relationships with their colleagues and me. They were comfortable around each other and willing to respond collaboratively to my instructions. Therefore, my experience with the children confirmed the truthfulness of Bowlby’s attachment theory of human development.
Reference
Keller, H. (2018). Universality claim of attachment theory: Children’s socioemotional development across cultures. Proceedings of the National Academy of Sciences, 115(45), 11414-11419. https://www.pnas.org/content/115/45/11414?etoc=
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