Reflection On Attachment Theory

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Effective Learning Environments: A reflection on the application of theory to practice during school-based experience.

Alberto López Calatayud
Student Number: 20080689

Introduction
Throughout the previous assignment, the Attachment Theory was considered as one of the major characteristics an effective learning environment should include.
Bowlby’s (1969) attachment theory claims that children are born with a pre-programmed biological form of attachment with people surrounding them since this will help them to survive. Additionally, another definition of attachment is that of Berk (2012), who states that attachment is a strong, caring bond people have with others so that they can feel comfortable with in times of great stress.
However, in the context of MFL (Modern Foreign Languages), children are older in comparison with those studies carried by Bolwby (1969) and therefore, different strategies will be needed to embrace the characteristics of an MFL effective learning environment. Thusly, it is of great importance to contextualise Attachment theory in older people. As Siegel (2012) affirms, children can build supportive attachments until they are older. Thusly, based on my own experience, it is of great importance for teachers to be attachment figures for students even when they are older or preparing their PGCE.
Currently, in Secondary Schools it is mandatory that more positive teacher-student relationships do flourish to decrease dropout rates or to motivate

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