ATTACHMENT

The attachment is the special affective bond that children establish with one or more people related to the familiar system.  This inspires to look for the proximity and the contact with them, for obtaining a sensation of security, physical and psychological comfort.

Following this definition, we can find four types of attachment in people: 

 ¯    Secure: high satisfaction, intimate and commitment.  

 ¯    Worried: dissatisfaction, fear to neglect and necessity of approval.  

 ¯   Avoidant: distrust in others and priority in the goals. 

 ¯  Ambivalent: rejection and necessity of approval.

The attachment is very important in the classroom for keep the attention and respect of kids. Also, this bond is inevitable because we tend to create affective bonds with the people that we use to treat for our social context.

Moreover for this child the bond is stronger than one of adults and it is created before. When kids don`t have this leading figure, they feel unprotected because they are dependents of an adult. For example, in their houses, this adults use to be the parents and in school, the teachers.

Each person have different type of attachment that depend on ourselves, our personal experiences and the context in we live and develop. In this way, the knowledge of the attachment in each individual helps us to understand the reactions and know how to respond. 

We think that most of the subjects of our degree are related and this provides a more concrete and deeper knowledge.

In the classes appears a relation based in attachment between teacher and student and among students. This relationship also can help teachers for knowing how to work in class, for example if the teacher has to form groups, it´s important to follow some rules and the majority of them are given by the knowledge of the attachment in kids.

Sofía Martín, Borja Hevia, Rocío González, Miriam Sánchez y María Matilla. 

Love through eye contact ?

 I received a whatsapp with this video, I think that is very interesting because it talks about the first impressions and it says that you can feel to other person seeing him/her at the eyes during a time.

In my opinión is so abstract because I think that feelings can´t be adquire in a few time, but this is only my opinión, take a look at the video and you, ll have your own opinión.

Attachment and ball pens

Last week we were working in groups, we were discusing about the activity of the texts about diferents attachments, when suddenly the teacher said " I have a present for you" .. in that moment II thought that it had to be an exam, I was sure.

But when the teacher caught a bag with ball pens and he said that we have to catch one of them I thought  that only could be a trap or an experiment.
When he gave us a the pen, I saw that he didn´t give pens at some of my partners, it was very  suspicious for me, although my theory about an exam wasn´t a good theory.

Later when the teacher said "Give me the ball pens", I thought that it was an experiment or in the
class could have a camera recording the activity and our reactions about the activity of the pens.
He said that we had to continue with the activity of the texts, but afterwards he returned with the bag and the ball pens, but now it was not the same, now we could to choose if we wanted the pen or not.
In my case i said no, because I didn´t have any confidence with the teacher and all the  situation seemed an experiment.

Now in this moment I think about that and I remember my behaviour, I think that I had that suspicious attachment in the ball pens activity because I always have had a lot of teachers in my life that they said that they had a surprise or a present for us and that present was an exam or were excercises to do in hollidays or every type of academic punishment.

In conclusión  the positive note of this activity is that  it made me reflect about my behaviour and attachment, and the negative note is that I don´t have black pen yet.

But when does the magical journey of consciousness begin? Consciousness requires a sophisticated network of highly interconnected components, nerve cells. Its physical substrate, the thalamo-cortical complex that provides consciousness with its highly elaborate content, begins to be in place between the 24th and 28th week of gestation. Roughly two months later synchrony of the electroencephalographic (EEG) rhythm across both cortical hemispheres signals the onset of global neuronal integration. Thus, many of the circuit elements necessary for consciousness are in place by the third trimester. By this time, preterm infants can survive outside the womb under proper medical care. And as it is so much easier to observe and interact with a preterm baby than with a fetus of the same gestational age in the womb, the fetus is often considered to be like a preterm baby, like an unborn newborn. But this notion disregards the unique uterine environment: suspended in a warm and dark cave, connected to the placenta that pumps blood, nutrients and hormones into its growing body and brain, the fetus is asleep.

Invasive experiments in rat and lamb pups and observational studies using ultrasound and electrical recordings in humans show that the third-trimester fetus is almost always in one of two sleep states. Called active and quiet sleep, these states can be distinguished using electroencephalography. Their different EEG signatures go hand in hand with distinct behaviors: breathing, swallowing, licking, and moving the eyes but no large-scale body movements in active sleep; no breathing, no eye movements and tonic muscle activity in quiet sleep. These stages correspond to rapid-eye-movement (REM) and slow-wave sleep common to all mammals. In late gestation the fetus is in one of these two sleep states 95 percent of the time, separated by brief transitions.

What is fascinating is the discovery that the fetus is actively sedated by the low oxygen pressure (equivalent to that at the top of Mount Everest), the warm and cushioned uterine environment and a range of neuroinhibitory and sleep-inducing substances produced by the placenta and the fetus itself: adenosine; two steroidal anesthetics, allopregnanolone and pregnanolone; one potent hormone, prostaglandin D₂; and others. The role of the placenta in maintaining sedation is revealed when the umbilical cord is closed off while keeping the fetus adequately supplied with oxygen. The lamb embryo now moves and breathes continuously. From all this evidence, neonatologists conclude that the fetus is asleep while its brain matures.

When "It draws its first breath, wakes up and begins to experience life"?

Relationship

Good afternoon to everyone!

At the weekend, I´ve heard a conversation between Gloria and Alejandro, the last one, and it affects to me, so that because I´m going to write here.

I heard twice and I realised the importance of a relation with the teacher and the pupil. Also the role is very important here.  The role affects to you because of the enviorenment, the society, and the most important thing that is , you grow up and you change everything: your points of view, your physical and psychological etc.

Later, I don´t understand this phrase that you tell and is: You´re independent of your role. I know that I´m María López Agredano but I change because of my role. 

I also know and I´m agree with you, that is, to suck up to the teacher. I can´t believe that pupil with 18 years old up to know, continue doing that. For my point of view, If you want to have a good relation or have good results, you only have to be what you are not what you liked to be. This is connect with the role. I think the role changes you but in a good sense. It construct you a better person, because you decide with your role if something is good or not. When you notice that you change is because you´re growing up and making you a better person. 

Also with your role, you can going down , in this sense, you can change into a bad person, but that is the key if you´re maturing or not.

Comming back to the subject of the relation teacher-pupil, I think that the role is very important in this relationship. If you´re maturing to be a good person and also growing up , even if you are a teacher or a pupil you can´t go so up and becomes in a "witch." because you can´t forget that you have to teach pupil that one gropu understand at first and another ones that understand at second or third.

Summing up I would like to say that, even your growing up you can´t put more taller of what you are. You have to teach at same to everyone and the pupil have to respect the teacher that he/she haves. Because i don´t think the problem is the person, is the respect that someone have and also the role,that why is very important the decision that someone takes with the role, even if the role in that moment is good or not.

About pens...

Some days ago, Alejandro made an experiment with us.
We were talking in groups about attachment, when suddenly, Alejandro said that we were his best class, so he has bought a present for us. I was a little shocked... we were his favourite class?! I didn't belive that but I decided trust him.
Then, every one chose a pen. Pens were of all the colours, somo red, others black, green, blue, and there were some with all the colours in one!! I chose the black one...

After that, we continued working and talking about how nice had been Alejandro, but some minutes later, he talked again, and now it was completily different; He said that he used to be a liar, and those pens aren't for us, so we returned the pens to him.

In my group everyone was talking about this... is it an experiment for us?, are we Alejandro's laboratory rats?, has it an objective? and... what is the objective?... all were questions.

I felt sad when he did that, and a little confused.

After maybe, ten minutes, Alejandro spoke again, now he said that pens really were for us, so we had to chose them again... I chose it because I'm a educated person but, there were some people that cought none.

Next, until the class was finished I got confused. I dindn't know if Alejandro was lying this time or if the pen was mine now.

Conclusion:
I think Alejandro did this experiment for that we can feel what we think when we have something that is our and then, somebody removes it.
I think that pens were a good choice because it's something with not much value, so it didn't affect us so much like if instead of pens it were be an animal or something special.

MODULE 2 ATTACHMENT

During the last weeks in class we have been learning the meaning of attachment, the first thing I would like to capture is a definition that seems very successful of attachment, María José Cantero defined Attachment as "the bond or bond you are established between two people as a result of interaction and leads them to maintain proximity and contact in achieving safety, comfort, and protection. "

   First we did was an introductory class with Gloria which she asked us questions like: who would you go to a doctor or a cruiser, and then with a serie of adjectives, we had to define our mother, with other adjectives to us and compare them, I think it was a class to make us think about our attachment, then we did some tests in class to approach the different attachments, see if you identify with one and also to begin to get used to using these types of tests as they are widely used in schools .

Having made these introductory sessions, we saw a video with several children to see about their attachments, then the teacher explained us one by one, this is important because we need to know all types of attachment and in the video we can see it very well. We also did an exercise in which we put a photo and we had to say that we thought that had happened and what would happen next, it is important because according to the attachment of each one, we imagine one thing or another and it is necessary to know well when we are in school to know the children, whether they have a problem, for example if they are mistreated.

Finally we were watching some texts with different attachment patterns and then comment on them, and to see how they get this kind of attachment ... it is important to know not only how to define it, besides to know how to recognize it in people... while we were doing this activity the teacher did with us a experiment with some pens, to see how we felt when someone gives something and then we take it away or lose it, although it is not comparable with the loss of a family member, the process is the same.

In my opinion to know and to learn to recognize the different kind of attachments is fundamental for our future profession, to know the children, but also to consider as important the new module, the cognitive development.

ATTACHMENT. 

We have done a lot of activities to learn what the attachment is:

- The first one was“:With who would you go to the doctor? With who would you share a cruise, who would you phone after having an argument? Who would tell about something very good that happened to you? All of these questions made me think a lot because each one has a different answer but with similarities… for example in the third appears a situation which depends on with who you have the argument. But all of them are answered with: the friends, the family and the partner.

-The second was a questioner : a video  where showed how children react when their mothers went away and their behaviour was different depending on their attachment because they reacted when their mother came back.

-The third activity was to select the adjectives that were nearest to the relation ship with our parents and about our self, and then we had to find any kind of complementary between the adjectives we had underlined for our mother and the adjectives that underlined for us, and I saw a lot of similarities between both examples.

-The ford activity: the teacher explained us the basic characteristics about the attachment system and different models of attachment and with this I started to learn more and more about the attachment.

-The fifth: We watched pictures and with each one we had to think about what was happened, what would happen and things like this…and we talked about what we thought in groups. Then we did a test where said which kind of attachment we have.

-The sixth :We read texts that were examples of the different types of attachment and ----The last activity that we did was with the pens, that I have posted  few days ago.

So with all of these activities, we have learnt that that the attachment of each one depends on the environment and how they have been educated, the pass of time, the experiences, the changes in life, the stability, the behave…  so these are the factors that influence on children’s react and this is the attachment.

- DIFFERENT ATTACHMENTS -

Grupo: Mara Bonilla, Alejandro García, Sara García, Lidia Torres y Cristina Martínez.

In this new modul, we are learning about attachment, through different activities:

• Firstly, we saw a video that shows how children react when their mothers went away and later they came back. Children react different according to their attachment.

• Moreover, Alejandro showed us three pictures which we had to guess the situation. Alejandro said that the conclusion is related with our experiences.

• Furthermore, we made a test with different questions about several situations that we have to evaluated. The result gave us our type of attachment. In many cases we didn't know it until we did this experience.

• Another day, he gave us four different texts about different attachments. We had to read in groups and we had to tell what thought about that and could be the different attachments in each text.

• In the last class that we had, Alejandro gave us a bag with different types of pens and you had to choose one. Then, he take out our pens and he put again in the bag, and finally he repeated the same process. We could see the different feelings of people about attachment, that its depend on facility that you will have to take it.

In conclusion, the concept of attachment it's depend on enviroment, behavior that you have it, the neccesity that you have it to be with other peole and your experience lifes. All of this make that you react of different ways. It's important to know the behavior child of different types of attachment.

Pen activity.

Last class, we have discussed about the attachment of the last situations on the histories of the last class, and then we have made a mix between the attachment and the tree main processes, transit, transfer and transformation. In this first exercise the teacher has given us a pen while we were working in the other topic, and then, he has removed them, and after, he has repeat the same activity, but there have been changes from our part.

At first, from my point of view, when the teacher has announced us that he was going to give us a present, I was surprised and I had the feeling that maybe be he was lying, but I did not put much attention on this, I have let myself go by the situation and I did not think about the future, whereas other classmates thought at first that something bad was going to happen or even that the teacher was going to pick up our pens, without knowing the aim of the activity.

With this first exercise I have not experimented attachment, because of the context and the object, I mean that a new pen for me at this moment is not so important, so it has not meaning for me, but in other situation, maybe when I have needed a pen, the attachment for this pen would have changed, so all depends of the importance or the interpretation that we give, so the attachment will not be the same. I also think that I have not put much attention at the pen because is a thing that I can get easily, if it was something that I was looking for or I have worked so hard to reach it, my attachment will increase so much when I get this thing.

At the second part of the activity, when the teacher have picked up the pens, I have not experimented any feeling, because I have understand that this pen was not mine even though the teacher give it to me for safe for the first time. I have even not used this pen, so I had not time to made any attachment at this object, so when he have picked up, I felt like the beginning of the exercise, with indiference. Maybe be this is because I usually do not wait for something, I do not expect a result of something because I do not want to be disappointed about this, I prefer having a surprise, than a disappointment and truly I do not know if this way of thinking is because my past or my personality, my experiences or attachment through something. Maybe is because I do not give importance to something that I do not know, and I begin to generate attachment when I use it or give it a special meaning, in this case I would react badly when the teacher comes to me to pick it up.

Finally, the teacher has bring the pens back to us, my classmates have not accepted the pen this time, maybe because they were scared of not being able of get it again. I have chosen to take it because of what I have mentioned before, I have not any attachment at this object and I do not matter if I have it or not, so when the teacher has given it to me again, I have accepted it, because I do not care about it. In another case maybe I have thought a little bit, this would be avoidant attachment; I have to choose between take it or not, and if I choose the second one, it means that I do not trust in this person, because of my experience with him, because I know that he has give me a pen and then he has taken it back, and this is a bad experience for me so I do not want it to repeat, and I remember it and I refuse to take the pen again. But I repeat, that is not my case.

An experiment with pens.

Last day in Psychology class, Alejandro makes an experiment with us. We were divided in groups for comment many texts which we read in the class of the last day. When we are commenting them, Alejandro said that, because of he was so generous, he was going to give a pen. Then, he gave us a pen which we chose, but he did an action which I supposed that he was an experiment, and he did not give their pens; so I was suspicious of him.

Secondly, he took away us their pens, because he did not as generous as he thought. But, he went to back giving their pens for us, but in that moment I did not want a pen, because he was doing an experiment with us, and I was not comfortable. Because of you take me away something, I do not want again.   

That experiment or activity can take in our lifes. For example, what type of attachment have you got with something which somebody has just to give? It happens between people. Somebody who I have just to know, we have not got the same attachment that our close friend, but what is there about our mistrust? I did not take a pen, in the second time, because I was afraid of his attitude of the first time.

Probably, with that activity, I can know me more, because I am afraid of somebody or something  who/which, did me a bad thing. I am very mistrustful, so I stay alert for not injure.

THE LAST DAY OF DEVELOPMENTAL PSICHOLOGY:

We were in groups thinking about the texts that we read the last day, they were four texts and we were disscussin the content and the meaning of each one.
Suddenly the tacher said "Like I am a good teacher I am going to give you a gift to each one"...and I though "Oh how cute is the teacher" and he went one by one with a plastic bag filled of pens.And each of us caught a pen, we were so happy because It was a very good detail. But when the techer went out  we started thining about the meaning of this because this is a psichology class and we are like lab rats because we have to learn and he do always things to make us thinking.  And when he arrived, he told us to give back the pens and we said "oh this was the "experiment"".We continued doing what we were doing and I was writting because I thought that we had to talk about that and the teacher said okey I am going to give you again a pen and each one  but we weren't enthusiastic because we had already talked that he went to take back again and I took one but I wasn't  feeling like before.Although we werent feeling like at the first time that he gave us the pen it has been a very big detail.So the change in us were our feelings like we were disappointed.

But I dind't think that the pen was mine because we are accustomed a things like this to learn and now with everything that we have learnt in psichology we can think beyond of what we see so the pen wasn't owr, because it was of the teacher. This kind of classes are perfect to learn more things. Like the days before we were talking about the attachment this was to learn better this terms.

Are children aware?

DEVELOPMENTAL PSYCHOLOGY-

Are Children Aware ?

Long before we realize it, children become aware of death. They see dead birds, insects, and animals lying by the road. They may see death at least once a day on television. They hear about it in fairy tales and act it out in their play. Death is a part of life, and children, at some level, are aware of it.

If we permit children to talk to us about death, we can give them needed information, prepare

them for a crisis, and help them when they are upset. We can encourage their communication by showing interest in and respect for what they have to say. We can also make it easier for them to talk to us if we are open, honest, and comfortable with our own feelings - often easier said than done. Perhaps we can make it easier for ourselves and our children if we take a closer look at some of the problems that might make communication difficult.

Is this a developmental process or not? Why?

The pen.

Well, as we all know, these past days in developmental psychology we have learnt things about attachment, and the different types that people can have.

In groups we read four different texts, they all had one thing in common, in one way or another, they were related to attachment. I think that the trickiest one to find out the exact meaning of the text, was the one that had to do with reading. But we concluded that attachment is something that can´t be forced. My favorite part of the text was: “Qué pedagogos éramos, cuando no nos preocupaba la pedagogía”, this can be applied to many scopes of our lives. Sometimes things turn out better when we don’t make a big deal out of them or when we are not obsessed trying too hard.

As we were commenting the texts in groups, the teacher made an announcement, saying that he had a surprise for us, in this moment we all gasped happily, at first, I thought he was going to let us finish earlier (I was really tired that day), but for our surprise, he let us chose a pen from inside an orange plastic bag. There were many different colored pens, red, green, black, multicolor…etc. I took a green pen, as I don’t have colored pens, but in fact I love them. When the teacher didn’t gave Sara (One of the members of my group) a pen, I was absolutely sure that it was a sort of experiment, and that he would take them back later.

In fact, a few minutes later we had to give him our pens back I (say “our pens” because he said it was a present for us so…) I felt a bit sad, because I already drew some things in my agenda and it was a very nice green.

I linked some ideas and I supposed that he wanted us to realize if we had felt any type of attachment to the pen, and what we had felt when we had to return it to him.

After a while, when we were still reflecting on the texts, he let us take another pen, this time I was a bit upset so I decided not to take the pen, not that I am a proud person, just because I didn’t feel like taking the pen again if he intended to take it away. But when he finished giving them to us, I thought that he wouldn’t take them away again, and that I would be without my green pen.

It´s not that I felt very attached to it, but I actually really liked the color, and I am not going to buy one because I think it would have been a nice token from our psychology teacher.

I have been thinking these days about my reaction of not wanting to take a pen again, and I don’t think that it means that I am scared of losing it again or something like that, just that I felt “teased” the first time. But as the teacher said, now because of rejecting the pen, I can´t enjoy writing with it. 

This week... on Developmental Psychology

                Last classes about developmental psychology has been pretty… Intense? On Tuesday we started reading some texts related to attachment, two of them caught my attention, well actually all of them were really interesting but the one about the reading and the other about the man who didn’t want to marry surprised me (as a matter of fact he could not tolerate close relationships). At first what I understood about the first one was that attachment is not something that you can force, like when the parents read to the kid and then when the kid grow up they force him to read which provoked that he didn’t want to read anymore. But today, I have also discovered that this text shows how attachment is not only linked with people, furthermore I have also learnt that attachment changes through time as it seems to happen with this kid.

                The one about the man who had fear of commitment caught my attention because one of the questions that our teacher gave us in  our group. He asked us to think with our nowadays knowledge what we would have done if we were the therapist, at first I  had no clue at all, then I started to think in a deeper way that the answer maybe was as simple as looking to the first years of the childhood of the man because the (early) relationship with your parents for example can influence your future relationship as an adult.

                Today, we have done a quite funny… Experiment? While talking about the texts, the teacher suddenly asked for our attention and told that he was going to give us a present, then he gave us a pen. My first impression when he gave us a pen was like ‘’this is not good’’ ‘’something’s going to happen’’ ‘’let’s hope it’s not an exam’’.  Extrapolating this to my life I can see some coincidences like when something comes to my life as a present I start to think why this has come and if it’s a cheat. Then my mates and I started to guess what the teacher was doing to us and trying to see some hints about the teacher behavior but why was that  if the teacher was only giving us a present? Why did I start to look for some hidden hints?

Then the teacher took from us our pens, I actually didn’t feel cheated because I knew something like that was going to happen. I felt quite quietness because this meant that ‘’the pen activity’’ was like an experiment, in this moment I suffered a transformation because I realized what was happening but I decided to do what I would have done if I wouldn’t have realized it so I chose not to take the pen again because Who knows? Maybe the teacher is going to ask for it again.

                Finally, we talked about it and I was thinking about all of this experience. If I had not doubted about the teacher, I would have a new pen.  But I didn't feel bad about it; I didn’t want the pen from the beginning. The teacher told us that this kind of behavior is usually because of something that has happened in the past and that usually the person disengage it and that by knowing it we could change it ( Sorry I do not understand what you mean here). The day has ended with a lot of information and with a question, Should I do something about it?

FIRST ATTACHMENT

What do these pictures show?

Since We are born, we search build and maintain relationships with other to survive, learn, work, love. We feel this necessity  to be safer. The first person that give us safety is the mother. When the baby is into her belly for nine months, he create a special link because the baby satisfies his basic need.

I love this picture called "La Maternidad" de Klimt. 

When I look at this image, I see the word "attachment". I feel safety, love, quiet, It's very nice. Both need, in my opinion the attachment doesn't just recive the chid but also the mother because she feel the support and the "scaffolding"(we view with Vygostky) that the child need in his cognitive and motor development. With this concept "attachment", I find relation between attachment and the Sociocultural Theory. Development and learning are two process where intervenes maturational factors and social interaction. The learning is the base of development. The adults are the"scaffolding" to the child improves and gets to pass from

Zone of Potential Development to  Zone of Real Development.

This image shows us other concept of attachment. In this case, the attachment feels the adult. The baby catch the fingers to anyone,  because is an reflex. But, the adult feels an important person by his child. The mother feels that his baby need the safety and all that she can give him  to improve his integral development as cognitive as motor.