Cherry (2015;online) .
Practitioners know that children are securely attached because a child who is securely attached to its caregiver will engage well with strangers.Children who are securely attached are visibly upset when the caregiver leaves the room. Another way that practitioners know if a child is securely attached will not engage with the stranger if the caregiver is not in the room. Practitioners know that a child who has a insecure attachment because they will have difficulty making friends and will have low self esteem. Some children who have an insecure attachment may have behavioural problems. Insecure attachments may happen because children may have regular changes in primary caregiver. Some children may have an insecure attachment because they may be experiencing from parental neglect or their parents. .
One theory that impacts on the building of positive relationships is Bowlby (1958) suggested that attachment can be understood within an evolutionary context in that the caregiver provides safety and security for the child. Mcleod (2009:online) Bowlby (1969) suggested that there are four features of attachments these are proximity maintenance this is wanting to be physically close to the attachment figure. Separation distress this is separation from the caregiver which causes upset and distress to the child. In practise practitioners support separation anxiety by having a settling in period for the children this usually a couple of weeks. Another way to support separation anxiety having family photoboards.To support seperation anxiety in children practioners can reassure the child and gove them clear explanations about what is going to happen. Bowlby (1969) suggested that safe haven was a feature of attachment. Safe haven when a child goes back to the caregiver when they sense danger. The last feature that Bowlby believed was part of the attachment process is secure base this is the provision of a secure and dependable base for the child to explore the world.