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Thompson looks at factors most directly associated with Bowlby’s original ideas, for example; relationship functioning, emotional regulation and social-cognitive capabilities.
The conclusion is that the literature continues to support the argument that children labelled as ‘securely attached’ experience more positive outcomes in many areas.
With this information, adults can ensure that their play with children is fun, that the content of their conversations is relevant, and those they communicate respect for children’s origins.
In order to understand what some practitioners may already know, it seems important to review some of the guidance that the government provides for early education settings.
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However, attachment theory, as the theoretical foundations of this study, cannot be ignored.
John Bowlby’s (1969) theory of infant attachment sought to understand the relationships between infants and their caregivers.
A positive adult-child relationship built on trust, understanding, and caring will foster children’s cooperation and motivation and increase their positive outcomes at school (Webster-Stratton, 1999). In a review of empirically derived risk and protective factors associated with academic and behavioural problems at the beginning of school, Huffman et al.