The Attachment Theory: Affective Aspects Of Development

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Section One: Affective aspects of development

The attachment theory is a significant affective developmental theory that describes the dynamics of long-term interpersonal relationships. Attachment is a deep and emotional bond that connects one person to another (Ainsworth, 1973, Bowlby, 1969, as cited in McLeod, 2009). The most important principle of the attachment theory has been described by psychiatrist John Bowlby (1951, as cited in Claiborne & Drewery, 2014) in that an infant needs to develop a ‘naturally’ developed bond with their mother and that this bond would encourage the successful emotional and social development of the child. Despite what Bowlby says, this bond can be developed with a father or another primary caregiver if they
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A child’s development of understanding the moral conventions and rules develops over time beginning with a ‘pre-conventional’ child defining right from wrong based on trying to avoid punishment. Their knowledge of good and bad is based on their experiences of people telling them what is wrong and right. When I was about 7 years old I went to a store to do a small grocery shop with my mother, and ended up stealing a small jelly snack. I knew it was wrong of me to do this but I stole it regardless of this knowledge. This experience tells me a couple of things. The fact that I took it despite knowing it was wrong means that I had some idea of what were good and bad actions. Furthermore, because I had taken it despite knowing it was wrong, it shows that my social principles had not been fully developed. Lawrence Kohlberg developed a theory of moral development that was largely dependant on the insight of psychologist Jean Piaget and John Dewey who stressed that people developed philosophically and psychologically in a progressive manner (Barger, 2000). Kohlberg’s stages of moral development say’s that I would of been in Stage 3 of moral development in which a child behaves well to win approval and avoid disapproval (Claiborne, L., Drewery, W., & Peters, S., 2014). This is in the Conventional morality stage of moral development, in which the child becomes aware of the general public 's rights and wrongs and does not need to depend on punishment to indicate this, as they do in the preconventional stage (Claiborne, L., Drewery, W., & Peters, S., 2014). Although I stole, I was aware it was wrong of me and did not want to get caught to avoid disapproval. This can compare to the development of other children who would act without considering the ethical morality of their actions. A child/teenager who has developed law and order

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