By Pat Broadhead, Richard Woolley, Caroline Tobbell, Jane Johnston
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Additional resources for Personal, Social and Emotional Development
They may stare blankly at their mother or not approach her on her return, or they may cry for periods for no particular reason. This is believed to be the most severely insecure form of attachment. It is important to note that the strange situation test only shows the sense of attachment in that particular situation and that children may respond differently in other contexts or settings. It only shows a snap-shot of their dispositions and attitudes, albeit an important one. In addition, the level of attachment shown may be affected by cultural differences.
To eat pizza with my sister I am . . Sarah 21 22 Personal, Social and Emotional Development I can . . write my name like this I think . . that clouds are like cotton wool I want . . to be a doctor I like . . to stroke my cat and give it treats This process provided positive statements for Jason and Sarah to consider their own identity, likes and abilities and to speak about themselves and decide what ideas were important to write down. Sarah found it hardest to decide what her special thought would be and Jason took a while to consider what his want was.
As children develop a theory of mind they begin to enjoy more socially satisfying interactions with others. Appreciating the thoughts of others can be supported through role play and other imaginative play, through the use of stories which detail the feelings of various characters, and through give-and-take in relationships with friends and siblings. This can help to nurture feelings of care and empathy. By 5 years of age children still have some major fears but these are coming to be of more concrete situations than of ghosts under their bed (DCSF, 2008a).