Summary of theorists
SUMMARY OF THEORISTS
Ainsworth looks at attachment theory in three different classifications. The attachment theory brings out the difference in children’s behaviors at different ages. This is based on how they have been brought up by their parents. Ainsworth has been known best for developing Strange Situation as a tool for research and assessment. Ainsworth classified the theory of attachment into three different categories that were based on the observations she made during the Strange Situation experiment;
Secure attachment looks at the environment where the children have the presence of their mothers. In such instances, the theory states that, children explore the physical presence of their mothers and assume a relaxed state. However, the children feel upset, distressed, and uncomfortable in the absence of their mothers (Diessner, 2008).
Resistant attachment looks at the general environment of the children. This implies that a child feels lonely and abandoned in the presence of absence of the mother. Child becomes distressed when the mother leaves but when she returns, the child resists her presence. The child is also not easily comforted by the mother or caregiver.
Avoidant attachment looks at the environment where the children stay without their mothers. According to the theory, children feel comfortable in the presence of strangers. When the mother returns to the house, the child shows little interest.
Disorganized attachment looks at the unpredictable behavior of a child. In this case, the child has intense change in behavior from time to time. The unpredictable behavior of a child can be dangerous for the development of the child in the long term. According to Ainsworth, the disorganized attachment is mostly common with children who have not grown under adequate care for the development of their lives (Diessner, 2008).
Vygotsky
Vygotsky discusses to a great length about the social development theory. Vygotsky argues that the development of child depends on its social interaction. For the children to achieve their social behavior, they need to develop consciousness and cognition. Vygotsky based his understanding on constructivism through three major themes which define social interaction. All the three themes look at social development in children with an understanding on the constructivism.
Vygotsky discussed the theme of social interaction bringing out the fact that it plays a very important role in the cognitive development process. Children need to interact socially to enhance their cognitive development process which is important in their growth. Children need to process information that they see and learn. All the information they need to learn will only be possible if the children can have a proper social interaction (Diessner, 2008).
In Vygotsky’s theory, one key factor that was discussed was the availability of a more knowledgeable character. The character can refer to a peer or an older person or a computer. Children require a more knowledgeable other to help them develop their cognitive skills and enhance the abilities of their brains. The theory brings an understanding that a more knowledgeable other, which can be defined as a mentor, is important in enhancing cognitive development in all children.
Proximal development zone in children was yet another theme that was discussed in Vygotsky’s theory of social development. The zone depicts the abilities of students to learn under supervision, learn without supervision and learn in peer discussions. The zone indicates all learning environments where students experience mental growth and development. Therefore, the theory brought about a separation of zones within which the children could develop beyond their normal capabilities (Diessner, 2008).
Reference;
Diessner, R. (ed.) (2008). Classic edition sources: Human development (3rd ed.). Dubuque, IA: McGraw-Hill. ISBN-13: 978-0-07-337968-5
