Attachment Typologies, Childhood

Changes in the Attachment System from Infancy to Middle Childhood

During infancy, children begin to organize their affect, cognition, and behavior in relation to a particular figure. Their behavior is organized around the set goal of the attachment system. The set goal refers to a desired state children try to achieve, which in infancy is proximity to an attachment figure. When infants experience a threat or distress, their attachment systems are activated and they will display several attachment behaviors (e.g., crying) to achieve the goal of proximity (e.g., physical contact with an attachment figure). Once the goal is achieved, and distress is alleviated, the attachment system is less activated, and infants can explore their environment.

As children move from infancy to early childhood, there are some changes in the attachment system. One change is that children develop more elaborate internal working models, or representations, about the self and others. These representations develop from earlier interactions children have had with their attachment figures and include expectations for how others will react or respond to the child in times of distress, views about whether the world is an interesting place to explore, information about how conflicts are resolved, and information about how to cope with emotions. Additionally, there is an increase in the use of language during early childhood. This increase allows children and their attachment figures to talk about and make plans for situations that may be potentially upsetting. For example, attachment figures may reassure children that they will continue to be accessible and responsive.

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