| Descript |
1 online resource (197 pages) |
| Content |
text txt |
| Media |
computer c |
| Carrier |
online resource cr |
| Contents |
Intro -- Endorsements -- Half Title -- Title Page -- Copyright Page -- Contents -- Foreword To The German Edition -- In Defence of Difference: Foreword to the English edition -- References -- A Personal Preface -- 1. Introduction -- 1.1 Not directly accepted -- 1.2 A marketing issue? -- 1.3 The prize is high -- 1.4 Not the best for every child -- 1.5 Structure of this book -- Note -- 2. The beginnings of attachment theory -- 2.1 War, trauma and the consequences -- 2.1.1 Instinct or imprint? -- 2.1.2 Bowlby's personal background -- 2.2 A somewhat different view -- 2.2.1 Looking differently -- 2.2.2 Everything has its time -- 2.3 Doubts not wanted? -- 2.3.1 Incomprehensible results -- 3. The attachment theory of the 21st CENTURY -- 3.1 The hierarchy of the few -- 3.1.1 The emperor's new clothes? -- 3.1.2 Different conclusions -- 3.2 Honesty to the canon -- 3.2.1 Dealing with criticism -- Note -- 4. Unresolved problems -- 4.1 What is attachment? -- 4.2 What is an internal working model? -- 4.3 What is exploration? -- 4.3.1 Attachment exploration balance -- 4.4 Novelty, stranger anxiety or separation distress? -- 4.4.1 Ethical concerns -- 4.5 Theory or method? -- 4.6 Evolutionary assumptions of attachment theory -- 4.6.1 One or several attachment figures? -- 4.6.2 Experience expectant or experience dependent? -- 4.6.3 Well being or reproduction? -- 4.6.4 A gene for proximity seeking? -- 4.6.5 Adaptations are not necessarily universal -- 5. Cultural blindness of attachment theory -- 5.1 Not only the mother -- 5.2 There is no lack of information -- 5.3 Unintended consequences -- 5.4 The dyad: one communication model among others -- 5.5 Why cross cultural comparisons? -- 5.6 Core assumptions of attachment theory -- 5.7 Implicit assumptions of attachment theory -- 5.7.1 Not only perception is culture specific -- 5.7.2 Attachment figures must be adults. |
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5.7.2 A child can only form a few attachment relationships -- 5.7.3 Social interactions are exclusive, dyadic and dialogic -- 5.7.4 The infant has the lead -- 5.7.4.1 Measuring sensitivity -- 5.7.5 Behavior is regulated through emotions -- 5.8 Different cultural realities -- 5.8.1 Attachment figures can be children and/or adults -- 5.8.1.1 The number of caregivers varies in care networks -- 5.8.1.2 It takes a village... -- 5.8.2 Variety of interactional formats: multiple, polyadic and more -- 5.8.3 How can a baby know what is best for him or her? -- 5.8.3.1 Is it necessary to be alone sometimes? -- 5.8.3.2 Who follows whom - who has the lead? -- 5.8.4 Emotional control is a sign of maturity and proper demeanor -- 5.8.4.1 Where strangeness is not fear evoking -- 5.8.5 Exploration and culture -- 5.8.5.1 More interest in humans - it is better when other people are involved -- 5.8.5.2 Observation is also exploration -- Notes -- 6. Checking facts: What is and what can attachment theory really do? -- 6.1 Known, but not understood -- 6.2 Practitioners' perspectives -- 7. Attachment theory and daycare -- 7.1 Attachment or relationship? -- 7.1.1 Relationship unburdens -- 7.2 Everyday life in an institution: attachment theory applied -- 7.2.1 The Berlin model -- 7.2.2 The Munich model -- 7.2.3 Experiences with parental rejection of these models -- 7.2.4 Questionable practice -- Notes -- 8. Reflections about culture conscious transition processes -- 8.1 Preparation: the 1000 languages of families -- 8.1.1 Multiple communication styles and cultures -- 8.1.1.1 More and less contextual communication cultures -- 8.1.1.2 Misunderstandings preprogrammed? -- 8.2 The institution and the teachers -- 8.2.1 All voices count -- 8.2.2 Taking conflicts seriously -- 8.3 The children and the children's group -- 8.3.1 Copying allowed?. |
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8.3.2 Children are basically interested in other children -- 8.3.3 Taking children seriously -- 8.3.4 A promising approach -- 8.4 The child in transition -- 8.5 The place -- 8.5.1 The third educator -- 8.5.1.1 Junk gardens -- 8.5.2 Children in space -- 8.5.2.1 Decoration -- 8.5.2.2 The outdoors -- 8.5.2.3 Mobile furniture -- 8.5.2.4 What is place identity? -- 8.6 Contextual embeddedness -- 8.6.1 The people in the wider social context -- 8.7 Culture conscious transition: a multidimensional process -- 8.7.1 Inclusion taken seriously -- 8.7.2.1 A process in circles -- Note -- 9. Ethical questions -- 9.1 Wrong diagnoses and wrong evaluations -- 9.1.1 Inacceptable moral evaluations -- 9.2 Attachment based interventions -- 9.2.1 Not only wrong, but also unethical -- 9.2.2 The word gap assumption -- 9.3 Attachment based custody decisions -- 9.3.1 Governmental misjudges and their consequences -- 9.3.2 Contradictions are not perceived -- 9.4 The ethics of pedagogics in daycare -- 9.4.1 Strange Situation transition -- Note -- 10. Concluding comments -- 10.1 Keeping up with the times -- 10.2 Unpredictable consequences -- 10.3 Unheard voices -- 10.4 Listening, moving, proceeding -- Note -- Annotated bibliography -- References -- Index. |
| ISBN |
9781000467581 (electronic bk.) |
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