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Essay / Research Paper Abstract
4 pages in length. Cognitive development occurs from the moment one is born, inasmuch as parents attempt to instill various aspects of personal, social and emotional growth into their infants as a means by which to establish a strong bond that, therefore, supports the child's ability to engage in healthy interactions with others. The ways in which children are adequately guided – or not – in the ways of cognitive development through parental bonding, however, continues to illustrate the ever-present issue of childhood unattachment disorders. Bibliography lists 6 sources.
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4 pages (~225 words per page)
File: LM1_TLCAttachCl.rtf
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Unformatted sample text from the term paper:
a means by which to establish a strong bond that, therefore, supports the childs ability to engage in healthy interactions with others. The ways in which children are adequately
guided - or not - in the ways of cognitive development through parental bonding, however, continues to illustrate the ever-present issue of childhood unattachment disorders.
Infancy has a direct correlation with unattached disorders and attachment theory, concepts that highlight "the lifelong requirement for close affectional bonds with others" (Sable, 1995, p. 334) and
cognitive development. Social workers utilize attachment theory as a means by which to assess quality of care children receive, looking closely for a number of variables that may lead
to creating an unattached child such as abuse, neglect and inadequate parenting skills. "All children, at the core of their beings, need to be attached to someone who considers
them to be very special and who is committed to providing for their ongoing care. Children who lose their birth parents, especially those who have experienced the trauma of
abuse and neglect, desperately need such a relationship if they are to heal and grow" (Hughes, 2000, p. 1). Teenagers represent a percentage of parents who lack the appropriate
knowledge of how to raise an infant, often - if not unwittingly - ignoring the infants innate need for comforting and understanding. Social workers know that leaving a baby
to cry all day in his or her crib without attempting to ascertain what the problem is only teaches the child that his or her needs are not worthy of
being addressed. Wilson (2001) notes how "during the first phase of the attachment cycle, crying is the dominant signaling behavior. The cry of the infant signals the caregiver
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