Lifespan Development children 0 3 years

Therefore, this report is aimed at providing succinct analysis of key attachment theories (neuroscience) that relates to the child attachment, bonding as well as separation. Current theories in relation to attachment, bonding and separation of children There are various theories in relation to children attachment, bonding and separation including; John Bowlby’s Theory of Attachment, Mary Ainsworth’s Theory of Attachment and ‘Strange Situation’ and Michael Rutter’s Theory – Attachment, Privation and Deprivation. a) John Bowlby’s Theory of Attachment This theory was developed by John Bowlby between 1907 and 1990 (McLeod, 2007). Bowlby believed that the behavioural and mental problems among children could be accredited to early childhood. According to his attachment theory, when children are born, they come to world as biologically pre-programmed beings who in order to survive must form attachments.

In secure styles, a child develops confidence that their attachment figure will meet their needs. On the other hand, the insecure avoidant are children who are wholly dependent on their attachment figure both emotionally and physically. In regards to insecure ambivalent, these children display a dependent behaviour but are likely to reject their attachment figure during interactions. Evaluation of current neuroscience theories In neuroscience, theories such as Suzanne Zeedyk’s Theory and ‘Connections’ and Sue Gerhardt theory are prevalent in the modern society. a) Suzanne Zeedyk’s Theory According to this theory, children are born with a connection to the world as well as people that they are attached to during their early infancy (Zeedyk, 2018). Neuroscience and human development a) Emotional development Emotional development in neuroscience is a concept which focuses on children’s brain development.

According to this concept, emotions start to develop early in life which is important for brain’s architectural development (National Scientific Council on the Developing Child, 2011:11). In another perspective, emotional development is built into the brains of young children as result of the environment where they live. Therefore, emotional development is directly correlated and dictated by a child’s environment. Emotional development is important since it is considered a social competence foundation which is developed within the first five years of child life. It is performed for no external goal or reward and is a fundamental and integral part of healthy development which seeks to improve play experiences for all children” (The Scottish Government, 2014:28) iv) Curriculum guidelines Pre-birth to Three: Positive Outcomes for Scotland’s Children and Families’.