The Toxic Stress of Early Childhood Adversity: Rethinking Health and Education Policy
Imagine you are conducting an experiment on infant attachment. You have asked a number of parents of infants to come to your laboratory to conduct the experiment. You have a large play room set up with a variety of age appropriate toys. Consider three different scenarios and determine which child is displaying secure attachment.
The mother and the baby enter the room. The baby quickly begins to move about the room and explore the various objects. When the mother steps out of the room, the baby continues to play while the researcher remain in the room and does not get upset, nor does the baby seem to notice when his mother returns.
The mother and the baby enter the room. The baby is reluctant to move away from the mother in this strange environment. When the mother leaves the room, the baby gets very upset. When the mother returns, the baby continues to be upset and difficult to console.
The mother and the baby enter the room. The baby slowly moves away from the mother checking back periodically for reassurance. When the mother leaves the room, the baby gets very upset. When the mother returns the baby is able to be comforted by the mother.
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