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Observation Checklist What To Look For in Assessing Attachment and Bonding

This document provides observation checklists to assess attachment and bonding between parents and children from birth to grade school age. The checklists list behaviors in children and parents that indicate secure attachment in areas like physical contact, communication, emotional regulation, and parental responsiveness to children's needs.

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MARIO ROBERTO CORDOBA CANDIA
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© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
398 views

Observation Checklist What To Look For in Assessing Attachment and Bonding

This document provides observation checklists to assess attachment and bonding between parents and children from birth to grade school age. The checklists list behaviors in children and parents that indicate secure attachment in areas like physical contact, communication, emotional regulation, and parental responsiveness to children's needs.

Uploaded by

MARIO ROBERTO CORDOBA CANDIA
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Observation Checklist What to Look for in

Assessing Attachment and Bonding

Birth to One Year

Does the Child…? Does the Parent…?

• Make/maintain eye contact • Respond to the infant’s vocalizations


• Establish joint attention • Change voice tone when talking to or about
the infant
• Make and maintain efforts to get/stay in
physical contact with parent • Engage in face to face contact with the infant
• Appear alert • Exhibit interest in and encourage age
appropriate development
• Respond to people
• Respond to the infant’s cues
• Show interest in the human face
• Demonstrate the ability to comfort the infant
• Track with his/her eyes
• Enjoy close physical contact with the infant
• Vocalize frequently (Coo, babble, jargon)
• Initiate positive interactions with the infant
• Exhibit expected motor development (Head
control, rolling, sitting, crawling, etc.) • Identify positive qualities in the infant
• Signal discomfort
• Recover from being upset
• Able to regulate states – remain alert, asleep,
eat, sleep, eliminate on regular schedule
• Mood- happy/fussy
• Appear to be easily comforted
• Exhibit normal or excessive fussiness
• Appear outgoing or passive and withdrawn
• Have good muscle tone

Adapted from Fahlberg, V.I. (1991). A child’s journey through placement. Indianapolis, IN.: Perspective Press.

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©2008 SUNY Research Foundation/CDHS
Observation Checklist What to Look for in
Assessing Attachment and Bonding

One to Five Years

Does the Child…? Does the Parent…?

• Explore their surroundings • Use disciplinary measures appropriate for


• Check in regularly with the parent – visually the child’s age
and physically • Respond to the child’s overtures
• Respond positevly to the parents • Initiate affection
• Keep themselves occupied • Provide effective comforting
• Show signs of reciprocity • Initiate positive interactions with the child
• Seem relaxed and happy • Accept expressions of autonomy
• Look at people when communicating • See the child as positively “taking after” a
family member
• Show emotions in a recognized manner
• Seem aware of child’s cues
• React to pain and pleasure
• Enjoy reciprocal interactions with the child
• Engae in age appropriate activities
• Respond to child’s affection
• Use speech appropriately
• Set age appropriate limits
• Respond to parental limit setting
• Respond supportively when the child shows
• Demonstrate normal fears
fear
• React positively to physical closeness
• Show a response to separation
• Note the parent’s return
• Exhibit signs of pride and joy
• Show signs of empathy
• Show signs of embarrassment, shame, guild

Adapted from Fahlberg, V.I. (1991). A child’s journey through placement. Indianapolis, IN.: Perspective Press.

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©2008 SUNY Research Foundation/CDHS
Observation Checklist What to Look for in
Assessing Attachment and Bonding

Grade School Years

Does the Child…? Does the Parent…?

• Behave as though s/he likes himself • Show interest in the child’s school
• Show pride in accomplishments performance
• Accept expression of negative feelings
• Share with others
• Respond to the child’s overtures
• Accept adult imposed limits
• Provide opportunities for the child to be with
• Verbalize likes and dislikes
peers
• Try new tasks
• Handle problems between siblings with
• Acknowledge their mistakes fairness
• Seem relaxed and happy • Initiate affectionate overtures
• Express a wide range of emotions • Use disciplinary measures appropriate for
• Establish eye contact child’s age

• Exhibit confidence in their own abilities • Assign the child age appropriate
responsibilities
• Appear to be developing a conscience
• Seem to enjoy the child
• Move in a relaxed manner
• Know the child’s likes and dislikes
• Smile easily
• Give clear messages about behaviors that are
• Look comfortable when speaking with adults approved or disapproved of
• React positively to parents being physically • Comment on positive behaviors as well as
close negative
• Have positive interactions with siblings and
or peers

Adapted from Fahlberg, V.I. (1991). A child’s journey through placement. Indianapolis, IN.: Perspective Press.

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©2008 SUNY Research Foundation/CDHS

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