Understanding Attachment in Babies and Young Children

D1 Explain the process of attachment in babies and young children and the role of the key person.

Attachment is referred to the emotional bonding between child and their parents through the sequence of effective interaction and affection (Smith et al., 2017). According to Bowlby’s attachment theory, the attachment of the babies and children with their mother and other caregivers is psychological as a result of feeling of safe heaven and secured base for food and learning. They intend to stay close to the caregivers and show distress when they are away from the caregiver or mother (Crittenden, 2017). Bowlby’s mention that babies and young children develop attachment at 4 different stages which are pre-attachment, indiscriminate attachment, discriminate attachment and multiple attachment (Schimmenti and Caretti, 2018). The pre-attachment stage extends from 0-3 months of birth during which the babies develop attachment with their mother and few objects. The indiscriminate attachment extends from 6weeks-7 months in which the babies through observable social behaviour prefer adults or objects to develop attachment, but they still show anxiety towards unfamiliar objects or humans (Clifford, 2017). The specific attachment extends from 7 months-12 months in which the babies display separation anxiety on being distanced from their near ones like parents, family and others (Solomon et al., 2017). The multiple attachment stage initiates from 24months to lifelong during which the children develop attachment with more than one adult with spending of time and exchange of one another’s emotions (Gross et al., 2017). In contrast, Freud attachment theory mentions that babies and young children develop attachment with their mother as result of they are being provider of food and warmth (Aydar and Tokur, 2019). For students seeking psychology dissertation help, understanding these theories is crucial.

The importance of attachment for children’s emotional well-being is that secured and attached relationship lead the children to develop trust towards their parents/carer who will provide comfort to them in time of distress and creates sense in them of being worthy of loved and consoled. It leads the children to have stable emotional state out of support and intend them to show enhanced feelings and supportive behaviour that allow them to relate with others in forming stable social relationships (Mónaco et al., 2019; Corcoran and McNulty, 2018).

The role of the key person who is working in partnership with parents in developing a secured relationship with children includes consulting the parents to understand the early experiences of children regarding attachment with children. This is to allow the key person to plan the strategy of framing a secure relationship with the child where they do not feel threatened or anxious due to past experiences (Mabbe et al., 2018). The other role of the key person is to discuss with the parents as well as children regarding the interest and concerns of the child so that effective support can be provided by them to meet the interest and resolve thee concern in creating a save heaven for the children which would promote attachment (Epstein, 2018). The role of the key person is to remain committed to developing relationship with the children and avoid any forceful behaviour towards them. They also have the role to make the children convince of their safety while interacting with them to make the children gradually trust them and identify the child’s emotional as well as physical needs to be met (Mabbe et al., 2018).

D2 Identify transitions and significant events that a child may experience and discuss the potential effects of these on a child's life.

The transition and significant events in a child’s life are either planned or unplanned. The planned transition includes moving the child from home learning environment to pre-school for further studies under qualified educators after reaching the age of 3-4 years (Saxbe et al., 2018). The unplanned transition includes moving the children to new home or locality in which they become frustrated and distress as they are made to remain away from old friend and involved in new environment they are unaware which makes them anxious and leads them to develop depression at times (Evans et al., 2018). Another unplanned transition is movement of friend away from the child during which they become lonely as well as upset. They also become nervous because they need to make new friends which is not easier for them (Medforth, 2021). In contrast, one of the planned transitions in children is when they reach their puberty during which various physical transition occurs along with release of hormones in the body. It makes them confused regarding themselves as they realise new changes in their body (Saxbe et al., 2018).

One of the significant events faced by children is death of family member like grandmother or grandfather with whom they are highly attached. It makes the children experience range of emotion and sense of loss which leads them to show hindered behaviour and distress in life (Ge and Adesman, 2017). The other significant event faced by children are the introduction of new sibling in the family during which they require to learn more effectively about sharing and caring. The increased loved for the new sibling being a baby may also affect the children to feel left out and unloved by the parents (Ge and Adesman, 2017). The separation or divorce of parents is another significant event faced by children during which they experience loss of love of one parent as they live separately from the other (Saini et al., 2017).

The potential impact of transition and significant events on life of children include making them less motivated to work, loss of appetite, lack of concentrated sleep, withdrawal from the society and others (O’Connor, 2017). This is because the transition leads the children to feel insecure and unsettled in their normal life due to introduction to new environment or situation. It leads them to affect emotionally which makes them show hindered behaviour (Simpson et al., 2017). The children due to negative significant events withdraw from the society as an impact because they develop depression and unsure of their ability to change in the new situation (Ephgrave, 2018). The transition and significant event in life also impacts the child’s life by making them more attached to specific individuals and lose concentration in executing everyday work. This is because the children wish to remain clingy with the individuals mainly parents or specific family member to ensure they remain with them in all situation (Ephgrave, 2018).

D3 Explain the rest and sleep needs of children birth to seven years and explain how to maintain children's safety when resting and sleeping.

The sleep and rest needs of the children gradually changes as they growth with the recommended sleeping hours gradually reducing with age. This is because children in their early year or after birth goes through substantial growth both physically and mentally due to which the brain requires increased and adequate amount of sleep so that nutrients and information received can be processed and effectively supported to ensure normal growth (Dawkins, 2018). Moreover, the babies sleep more than the children of above ag because it helps them in consolidating memories for effective memory development which required later for learning and enhanced brain development (gosh.nhs.uk, 2018). In comparison, the children of pre-school and school-age sleep less compared to babies as their basic physical development is reached which they use to perform playful activities and others needed for their further enhanced physical and mental growth (Dawkins, 2018).

The interrupted or lack of sleep leads the children to develop stress, forgetfulness, irritable behaviour, difficulty in showing concentration and learning, hindered motivation in performing activities and others. This is because without rest, the children remain in a heightened state of alertness which leads negatively impact the mood of the person out of being unable to manage all the emotions leading them show stress and mood disorder (stpetersprep.co.uk, 2021). The lack of sleep in children makes them feel fatigued and hinders their memory building which negatively affects their learning process as no energy is present in them to recall and add new information to be processed (stpetersprep.co.uk, 2021).

The routine for rest and sleep in children include the presence of comfortable place for sleeping, developing plenty physical activity in the day schedule, making smooth transition to sleep, planning rest time and creating calm environment to support enhanced sleeping (Plews-Ogan et al., 2021).

In order to ensure safe sleeping of babies and children along with reduce risk of SIDS, the following actions are to be performed:

The babies are to be placed on their back to sleep on a firm mattress and are to be avoided to be placed on their stomach or side. This is because it increases the chances of suffocation in babies that eventually leads to SIDS (Plews-Ogan et al., 2021).

The babies are to be placed in the crib with no to limited additional toys present in the crib. This is because the things are able to interfere with the breathing ability of the children on being pressed against them (Ernst and DeFrain, 2020).

The overheating of babies is to be avoided and they are to be slipped into comfortable sleep clothes to ensure relaxed sleeping (Ahn et al., 2020).

D4 Identify the nutritional requirements of children birth to seven years.

The nutritional requirement of the babies till 4-6 months include breast milk or infant formula milk as they contain nutrients required by the babies in their growing years. The mothers are to be encouraged to extensively breastfeed their babies till 6 months at minimum and avoid any solid food (UNICEF, 2021). The benefits of breastfeeding include lower risk for breast and ovarian cancer, lower hypertension, diabetes and others (Del Ciampo and Del Ciampo, 2018). The benefit of breastfeeding for the babies includes lower chances of illness from allergy, lower risk of diabetes, enhanced orthodontic nature and others (Brahm and Valdes, 2017). Thus, breastfeeding of the children are to be essentially ensured. The parents of children of 6months-1 years of age during which formula feeds are increasingly introduced along with small amount of solid food are to ensure the formula-feeds are properly made in amount so that they can meet their hunger and nutrient needs (Thorisdottir et al., 2019). The equipment to be used for bottle feeding the children are to be regular sterilised for use to ensure they does not contain any bacteria or germs which may make the babies develop unnecessary health issues (Obaid et al., 2019). The initiation of weaning process in breast babies indicates that they are to stop breastfeeding and complementary foods are to be introduced apart from breast milk (Obaid et al., 2019).

The children from 6months to 3 years requires increased energy as they become more active and grow at a steady rate in the years and weaning initiates in these years. They required increased requirement of vitamins and minerals in supporting their growth. In the years, effective amount of iron, phosphorus and calcium is needed for their improved bone growth (bradford.gov.uk, 2018). After 2yeras, semi-skimmed milk is to be provided to children for additional needs of energy, but skimmed milk is not to be introduced before 5 years of age (healthychildren.org, 2021). The children in 4-6 years of age show greater need for protein along with vitamins (except C and D) and minerals (except iron). A daily dose of 10mg vitamin D is sufficient for children of 4-6 years of age (healthychildren.org, 2021). The children at 7 years of age shows the marked need for increased energy and protein with no change in the need for vitamin C and A and thiamine (healthychildren.org, 2021).

C1 Explain the role of the early years practitioner to meet children’s individual dietary requirements and the use of strategies to encourage children to eat healthily

The role of the early years’ practitioners (EYP) in meeting the dietary requirement of the children is to form partnership with the parents or carers. This is because the partnership would help the EYPs to understand regarding the needs and demands of the child in respect to their health condition as informed by the parents (foundationyears.org.uk, 2017). Moreover, working in partnership with the parents regarding meeting of dietary requirement for children would help the EYPs to identify the food intolerances, allergies and food preferences present among children. It would help them to develop effective diet chart and deliver adequate amount of food which would help in growth of the child without creating any unnecessary health issues or intolerance of food (foundationyears.org.uk, 2017). The role of the EYPs to meet the dietary needs of children is that they are to maintain completed dinner and lunch sheet for the children in the nursery to remain aware of the foods to be provided to them for their enhanced health. The EYPs are to set red dots for food with picture of children in the food chart to indicate which child has allergy or intolerance with what kind of food. It would help in avoiding the foods for the specific child and ensure them effective diet (foundationyears.org.uk, 2017).

The following strategies are to be used to encourage children in having healthy diets:

The children are to be educated regarding the health benefits of having healthy diet and the way they can identify as well as include healthy foods in their diets. They are to be informed of the adverse health impact of unhealthy foods and way to identify them as well as ways in which they can limit their craving for unhealthy food (DeCosta et al., 2017).

The children are to be provide independence in choosing healthy snacks and are to be involved in planning and preparing for shopping food to make them interest in understanding the nature of food they are to include in diet to remain healthy (Mozaffarian et al., 2018).

The children are to be informed about the new healthy foods they can eat compared to the unhealthy food to understand the variety of choices present for them to be selected to eat in healthy way (Mozaffarian et al., 2018).

The children are to be encouraged to read books regarding healthy diet and its benefits so that they have evidence to understand the nature of food choices they are to make and way to achieve them for their health benefit (DeCosta et al., 2017).

C2 Describe a range of different factors within the early years environment which may impact on the health and well-being of children

The presence of a welcoming or enabling environment positively impacts the child well-being because such environment contains supportive practitioners and key workers who are expert in attending the needs and creating trust among the children and parents to ensure enhanced health of the child. It leads the child to develop resilience which helps them to overcome negative thoughts and behaviour to achieve well-being (Jamieson et al., 2017).

The working in partnership is another factor that supports early year practitioners ensure enhanced well-being of children. This is because partnership working with the parents of the children by the practitioners leads them to identify and understand the health issues and negative situation being faced by the child along with the reason behind the situation. The early years practitioners by forming partnership with the parents introduce new strategies in the care as well as at home with the parent’s help that are accepted and complied by the children leading to development of well-being and good health in them (Nomaguchi and Milkie, 2020).

The promotion of self-esteem, resilience and confidence of the children impacts to create positive health and well-being in them. This is because enhanced confidence makes the children develop positive thinking regarding any situation and resilience makes them develop belief to resolve any issues. It avoids them to feel distressed or anxious, in turn, leading the individuals develop enhanced mental health and well-being (Zarobe and Bungay, 2017).

The meeting of individual needs of the children promotes their positive health and well-being because it creates satisfaction among the children that their needs are being valued to be met. This is in turn helps them to show enhanced mental and physical well-being as the resources and support required to meet the needs related to mental and physical health are provided to them (Nomaguchi and Milkie, 2020).

The recognition of the preferences and interests of the children also promotes their health and well-being because it makes them feel increasingly engaged in decision-making of everyday activities of their interest along with the adults. It avoids the children feel lack of value or being avoided of their basic rights in decision-making which promotes their mental well-being (Nomaguchi and Milkie, 2020).

C3 Explain the role of the practitioner in preparing for and supporting children during transitions.

In the early years foundation stage (EYFS), the role of the practitioner to prepare and support children during transition are as follows:

The early years practitioners are to develop effective communication and correspondence with the parents regarding their children to inform them about the way they are to act in supporting transition of the child with the growing years. This is because parents are the key carers of the children and are trusted by the children compared to others. Thus, the involvement of parents in effective way to support the children in their transition with assistance from the practitioners would act in helping the child develop smooth acceptance of the change (assets.publishing.service.gov.uk, 2020)

The early year practitioners (EYPs) also have the role to develop clarified policies and procedures to be followed by the parents in support of the child during their transition (assets.publishing.service.gov.uk, 2020).

EYPs have the role to develop information about feeding, sleeping and changing routines with age in everyday way so that they can effective play resources and required support for the children during their transition in health (assets.publishing.service.gov.uk, 2020).

The EYPs have the role to effectively communicate with the children to identify their individual needs raised during the transition. This would help the practitioners understand the resources to be arranged and support strategies to be created to assist the child go through the transition (assets.publishing.service.gov.uk, 2020).

The EYPs have the role to create provision for the children during their transition period to freely interact with them to resolve doubts and become resilient in achieving the transition. It is also essential for the children to mention their problems with transition to the EYPs who provide assistance accordingly in helping them resolve the problems acting as barrier to their transition (assets.publishing.service.gov.uk, 2020).

The role of the EYPs during transition years of the child is to identify the cultural and religious preferences and interest of the children. This is because it would help them identify the cultural customs which have led to the transition and way services as well as support are to be prepared for supporting the child so that they do not violate their religious sentiments during transition (assets.publishing.service.gov.uk, 2020).

The role of the key person supporting transition of the children is to create confidence in the children to achieve the transition. This is because without confidence the children would feel anxious about their ability to achieve transition in successfully way (Turner and Percy-Smith, 2020). The key person in preparing children for their transition are to inform prior to invitation of any transition event in their life for the reason behind the situation and the way it would benefit them in long-term condition (Turner and Percy-Smith, 2020). The early year practitioners during transition of the children have the role to develop partnership with other professionals involved in the early development of children. This is because it would help them to involve experts in resolving different aspects of needs of the children during transition in an effective way along with inclusion of innovative ideas regarding the way to effectively prepare the children for any complex transition (Turner and Percy-Smith, 2020).

C4 Plan opportunities/activities for children to exercise

The exercise for children is important because it improves and promotes their motor skills, cognitive skill, social skills and physical skill development (NHS, 2019). The children of 5-18 years of age are to mainly involve in aerobic exercise and exercise for strengthening the muscles and bones in them. They are to involve in 60 minutes of moderate to intense exercise in a week and require lowering time spent in remaining sedentary (nutrition.org.uk, 2018). The children of 3-5 years of age are to be involved in soccer, basketball, T-ball and others to remain physically active. They are also to be encouraged to involve in swimming for physical activity (nutrition.org.uk, 2018). The children of 6-8 years of age are to be involved in gymnasts’ routines apart from football, T-ball and others to remain physically active. The children of 9-11 years show increased hand-eye coordination and are to be involved in competitive baseball game to remain active. The children of 12-14 years of age can be involved in minimum body-weight exercises to remain physical active. The children of 15 years and above are to be introduced in lifting weights under supervision of trainers to remain physically active (nutrition.org.uk, 2018).

The role of the early years practitioners in promoting physical exercise opportunities among children are to identify the physical status of each of the children and their capability in executing exercise. They have the role to evaluate the physical efficiency based on health condition of the children and amount of sedentary behaviour of the children to determine which child is to be involved in which nature of exercise. They also have the role to arrange supportive resources and trainer for children along with ensure no children are involved in any physical activity which are beyond their age (Bento and Dias, 2017).

The involvement of the children in exercise is beneficial to their health as physical activity leads the child to grow better self-esteem and confidence regarding their physique along with assist them in growing and develop as per their age. Physical activity also benefits the children to have stronger heart and healthier weight along with better balance and posture which helps them to move in effective way. It also strengthens their muscles and bones to make them resilient to get damaged muscles and bones from minor injuries. Physical activity is beneficial for the children as it acts as supportive environment for them to interact with other children to develop enhanced social bonds as well as learn new skills for having fun in their life. It also benefits them to keep away from addiction and maintain enhanced health and well-being. This is because during physical activity, the children understand the way addiction of harmful substances could lower the physical efficiency and harm their health (Ouvry and Furtado, 2019).

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