Mary Ainsworth
Published on Nov 20, 2015
No Description
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Mary Ainsworth
By: Breanna
Biography
- Born December 1, 1913
- Died March 21, 1999
- Graduated from University of Toronto
- Oldest of three daughters to Charles and Mary Salter
Ainsworth Theory Type
~Attachment ~
A child who is securely attached to its mother will explore freely while the caregiver is present, using her as a 'safe base' from which to explore.
A child with the anxious-avoid-ant insecure attachment style will avoid or ignore the caregiver - showing little emotion when the caregiver departs or returns.
Children classified as Anxious-Ambivalent/Resistant showed distress even before separation, and were clingy and difficult to comfort on the caregiver’s return.
A child with the anxious-avoid-ant insecure attachment style will avoid or ignore the caregiver - showing little emotion when the caregiver departs or returns.
Children classified as Anxious-Ambivalent/Resistant showed distress even before separation, and were clingy and difficult to comfort on the caregiver’s return.
Lev Vygotsky
Biography
- Born November 17, 1896
- Died June 11, 1944
- Born into a non- religioius jewish family.
Vygotsky's Thoery
~Cognitive Development~
Through play the child develops abstract meaning separate from the objects in the world, which is a critical feature in the development of higher mental functions.
Vygotsky gives the famous example of a child who wants to ride a horse but cannot. If the child were under three, he would perhaps cry and be angry, but around the age of three the child's relationship with the world changes:
Vygotsky gives the famous example of a child who wants to ride a horse but cannot. If the child were under three, he would perhaps cry and be angry, but around the age of three the child's relationship with the world changes:
Vygotsky's Thoery
~Cognitive Development~
Through play the child develops abstract meaning separate from the objects in the world, which is a critical feature in the development of higher mental functions.
Vygotsky gives the famous example of a child who wants to ride a horse but cannot. If the child were under three, he would perhaps cry and be angry, but around the age of three the child's relationship with the world changes:
Vygotsky gives the famous example of a child who wants to ride a horse but cannot. If the child were under three, he would perhaps cry and be angry, but around the age of three the child's relationship with the world changes:
