De la seguridad al aprendizaje: claves para el trabajo con la familia desde la psicología del apego.

Abstract

This work is based on the premise that the process of learning involves more than the mere acquisition of information. During the first years of life, learning requires a basic experience of emotional security, from which the child can explore the environment, handle new information, collaborate, etc. The article describes some essential keys provided by the theory of attachment for the understanding of the factors that promote safety within the framework of affective relationships between the child and its reference adults (parents and educators). Likewise, the dynamics of the child’s adaptation to safe and threatening relational contexts are explored, through the description of insecure attachment strategies and the adaptive logic that underlies them. The particularities of the manifestations of attachment in the classroom are also presented. Finally, two principles of work with families oriented to the development of family-school care alliances are discussed: strengths-focused intervention and experience-centered intervention. These principles are focused on the provision of secure experiences to the child through the domestic and educational spheres.