This is my 2nd post, as I didn’t completely understand the assignment. Think of this as my official submission.

Introduction to the lesson:

The topic is attachment styles. Attachment is the theory that young children must develop a relationship with at least one primary caregiver for social and emotional development. Psychiatrist and psychoanalyst John Bowlby formulated the theory, further developed by Marie Ainsworth.

It is very important that Early Learning Educators (ECE’s) are familiar with the concept of attachment. As I said in my previous post, ECE’s need to be able to assess their own interactions with children to provide the best possible environment. Some children do not develop a secure attachment with a trusted adult, and challenging behaviors can be seen. It is important ECE’s recognize the behavior for what it is and respond to the child warmly, caringly and appropriately. In addition, ECE’s are often a source of support for families and can share information and strategies with parents.

Lesson Learning Objectives:

The introduction to the class on attachment is as follows:

This week we will think about attachment.  We will look at attachment theories and consider their practical implications for children.  We will also examine the possible limitations of these theories and worldviews that may lead us to consider multiple attachment perspectives.

Module Lesson Plan:

As this is a synchronous class, the students and I discuss the concepts together. In the previous class, the students were to read two articles on the theory of attachment. One article is the Western perspective of John Bowlby. The second is an Indigenous Framework for understanding attachment. I begin the class with a discussion of the two articles.

We review the concept of attachment with the Attachment theory (video) resource. We move to the Jamboard activity where the student’s complete show what they know about attachment and what they would like to know. I like using Jamboard as it is a way to complete an interactive group activity in real-time. This often leads to a discussion on attachment styles that the student’s have observed with the children in their care.

Next we discuss the “Circle of Security” model as it relates to attachment in an Early Learning setting. Breakout groups are used and then the students and I have an break from class. That is a lot of information and it usually takes around 90 minutes to cover it.

The class would resume with the Lumi videos. I would put the students in breakout groups for the first Lumi video. I think this would work, I won’t know until I try. I would use the second Lumi video as an informal formative assessment. The students would not be marked on how many questions they answered correctly. Formative assessment would be the reflection activity.

The class would end with time to complete the reflection assignment. I like to be in a zoom meeting with the students as they begin an assignment. I can help if there are any questions and it gives the students an opportunity for shared learning.

Rational for Lumi:

When I posted my first Lumi video, I wrote how I would use it in an asynchronous class; to help a student who may have been absent from the synchronous class. In this post, I wrote how I would use it when the students and I are in the class together.

I made a second Lumi video, to use as the informal assessment. I would use the second video in both synchronous and asynchronous classes. The link for the second video is below:

https://app.lumi.education/run/9UhG4f

It was much easier to make the second Lumi video. Practice helps!