Bonding and attachment theories, and their importance for babies/toddlers holistic learning growth, development, and well-being

Damcaniaethau bondio ac ymlyniad, a'u pwysigrwydd i ddysgu, twf, datblygiad a llesiant cyfannol babanod a phlant bach

3 month old baby

John Bowlby

Bowlby's theory on attachment emphasises the key part that the basic carer, i.e. the mother, plays in the emotional development of the child. He believed that children experience one special attachment. That attachment is intrinsic and children, by their nature, attach to the mother in order to stay alive. He believed that attachment needs to happen within a time referred to as the 'crucial period', namely within the first two years of their life. Bowlby stated that what happens during the early months and years of life can have deep and permanent effects If the bond of affection between the child and their mother is broken by separation, this can cause psychological damage e.g. the child could become an offender or face emotional difficulties.

Mary Ainsworth

Mary Ainsworth developed a theory on types of attachment. According to Ainsworth, the mother's behaviour towards the child influences the type of attachment that the child experiences. Children with a secure attachment have mothers who respond to their needs. She held an experiment called the Strange Situation. A mother would leave the child on their own in a room with a stranger. The stranger would attempt to interact with the child and the child's behaviour would be observed until the mother returned.

According to Ainsworth, a child will fall into one of the following types of attachment, and will display the following behaviours:

Type of attachment Displayed behaviour
Secure attachment
  • explores whilst the mother is in the room
  • becomes distressed when they are separated
  • is happy when she returns
  • looks for physical comfort when the mother returns.
Insecure-avoidant
  • ignores the mother when present
  • very little concern when they are separated
  • turns away from the mother when the mother returns.
Insecure-ambivalent
  • very little exploration whilst the mother is in the room, but stays close to her
  • becomes upset when they are separated
  • is ambivalent and refuses contact when the mother returns.

Further reading:

http://bit.ly/2TUHQBf (Flash support is required to view this resource)

John Bowlby

Mae damcaniaeth Bowlby ar ymlyniad yn amlygu’r rhan allweddol mae’r gofalwr sylfaenol, hynny yw y fam, yn ei chwarae yn natblygiad emosiynol plentyn. Credai bod plant yn cael un ymlyniad arbennig. Mae’r ymlyniad hwnnw’n gynhenid ac mae plant, wrth natur, yn ymlynu wrth y fam er mwyn aros yn fyw. Credai bod angen i ymlyniad ddigwydd yn ystod yr hyn y galwai’n ‘cyfnod tyngedfennol’, sef yn ystod dwy flynedd gyntaf eu bywyd. Meddai Bowlby, ‘Gall yr hyn sy’n digwydd yn y misoedd a’r blynyddoedd cynharaf mewn bywyd gael effeithiau dwfn a pharhaol’. Os caiff y cwlwm agosrwydd rhwng y plentyn a’r fam ei dorri drwy wahaniad, gall hyn achosi niwed seicolegol, e.e. gallai’r plentyn droi at drosedd, neu gael anawsterau emosiynol.

Mary Ainsworth

Datblygodd Mary Ainsworth ddamcaniaeth am fathau o ymlyniad. Yn ôl Ainsworth, mae ymddygiad y fam tuag at y plentyn yn dylanwadu ar y math o ymlyniad a gaiff y plentyn. Bydd gan blant sydd ag ymlyniad sicr famau sy'n ymateb i'w hanghenion. Cynhaliodd arbrawf a elwir y Sefyllfa Ddieithr. Byddai mam yn gadael y plentyn ar ei ben ei hun mewn ystafell gyda pherson dieithr. Byddai'r person dieithr yn ceisio rhyngweithio gyda'r plentyn a byddai ymddygiad y plentyn yn cael ei arsylwi nes i'r fam ddychwelyd.

Yn ôl Ainsworth, bydd plentyn yn syrthio i un o'r mathau o ymlyniad canlynol a bydd yn dangos yr ymddygiadau canlynol:

Math o ymlyniad Ymddygiad a ddangoswyd
Wedi ymlynu gyda sicrwydd
  • yn archwilio gyda'r fam yn yr ystafell
  • yn cynhyrfu pan gânt eu gwahanu
  • yn hapus pan ddaw hi yn ôl
  • yn chwilio am gysur corfforol pan ddaw'r fam yn ôl.
Osgöwr ansicr
  • yn anwybyddu'r fam pan yn bresennol
  • ychydig iawn o ofid pan gânt eu gwahanu
  • troi oddi wrth y fam pan ddaw'r fam yn ôl.
Gwrthsafwr ansicr
  • ychydig iawn o archwilio gyda'r fam yn yr ystafell, ond aros yn agos ati
  • yn ofidus pan gânt eu gwahanu
  • yn amwys ac yn gwrthod cyswllt pan ddaw'r fam yn ôl.

Darllen pellach:

http://bit.ly/2TUHQBf (Mae angen cefnogaeth Flash arnoch i ddefnyddio'r adnodd yma)

Hint 1: Lorem ipsum dolor sit amet, consectetur adipisicing elit. Modi est praesentium earum exercitationem, accusantium molestiae asperiores reiciendis aliquam doloribus, delectus, cumque odio omnis rem, aliquid et. Quisquam eius, incidunt ab.

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Attachment

Ymlyniad

Babies playing

Attachment refers to the emotional connection between a child and their primary carer which starts at birth, develops quickly between 0 and 2 years and continues to develop throughout their lives. Babies will develop strong attachments to the people who meet their needs regularly during the first months of their lives. The special relationship that develops between a baby and their basic carer during their first year is very important for the child to feel safe. These positive attachments are essential for good emotional development. A child will feel secure and confident when they have a secure attachment with their primary carer, which enables them to develop other social relationships. Secure attachments during childhood lead to happier and healthy attachments in the future.

The ability to form and maintain relationships is crucial for children as it supports their learning, growth, development and well-being. If babies' emotional needs are met through relationships where there is a strong attachment, they will:

  • be able to cope with pressure and frustration
  • be more likely to thrive and develop to their full potential
  • learn that their primary carer will comfort them when they are upset
  • be able to control their emotions and connect with others which has a positive impact on their social development.

This will lead to the development of a sense of self-worth which is crucial for healthy development.

Secure attachments help children to manage stress by reducing the impact of childhood disadvantage, e.g. living in a disadvantaged environment. Children living in poverty are more likely to suffer from stress and this can lead to insecure attachments with parents.

Children who have secure attachments with their main carers are more likely to cope with childhood disadvantage, e.g. living in poverty, or not being able to access health and education services. Developing and maintaining relationships with their main carer helps to support children, e.g. positive behaviour. Babies who develop strong attachments to their main carer are more likely to be well-behaved and have a positive view of themselves and others.

Children who have suffered abuse are likely to have insecure attachments with their primary carers as they have been left on their own without support at anxious times. Insecure attachments may also develop if parents are not consistent with their children, e.g. showing a lot of love one day, and behaving aggressively the next day. If a young child's relationship with their main carer causes them concern, they are likely to struggle with their emotional and social development.

At times, parents or carers will fail to form an attachment with the child due to postnatal depression, premature birth, illness or stress. This may lead to a child struggling to socialise and develop relationships with others, and long-term emotional and social difficulties. When a young child does not have secure attachments, this may lead to trust issues with carers or adults in authority. They may have problems managing behaviour, as they have not experienced a positive role model. If a young child does not have a secure attachment, they may not develop the required secure base to support healthy development in the future.

In order to promote attachments between a young child and their primary carer, the following is needed:

  • eye contact
  • interaction
  • play
  • talking
  • attention
  • smiles
  • daily routine
  • unconditional love
  • touch
  • stability
  • safety and security
  • praise and encouragement
  • sensitivity to the baby/child's needs
  • set aside plenty of time for care arrangements
  • encourage positive attachments with both parents.

Different types of attachment

Secure attachment Children with secure attachment are comfortable with others, are able to depend on them and value (and are comfortable with) intimacy.
Avoidant attachment Children with avoidant attachment are doubtful of others. They find it harder to form relationships, they shy away from intimacy and have trust issues.
Anxious attachment Children with anxious attachment like to develop close relationships with others but struggle with this because they fear rejection.
Insecure attachment

Children with insecure attachment avoid or ignore the caregiver and show little or no emotion when the caregiver leaves or returns. This could be a result of inconsistent care from the caregiver.

The signs of insecure attachment in a baby:

  • avoiding eye contact
  • not smiling
  • not holding out their arms to be picked up
  • not appearing to notice or care if they are left on their own
  • not making any noises
  • not following other people with their eyes
  • no interest in playing interactive games or playing with toys
  • spending a lot of time rocking or comforting themselves.
Ambivalent attachment Whilst the child can become very distressed when a parent or caregiver leaves, when reunited, the child does not display behaviour that suggests a strong attachment to the parent or caregiver. The child may or may not acknowledge or respond to the return of the parent or carer and can often seem to ‘watch from afar'. Research suggests that, whilst relatively uncommon, ambivalent attachment is a result of poor and/or inconsistent availability of the mother or carer. This stems from the child having learnt that they cannot depend on the mother or caregiver when in need.
Disorganised attachment As the label suggests, the child’s attachment is unpredictable and can be inconsistent. The child may ignore or avoid the carer, or resist their attempts to engage or offer comfort. Some researchers have suggested that it is likely that the lack of an attachment pattern is linked to inconsistent behaviour by caregivers. The child is unsure how the caregiver will respond and is therefore confused as to how to behave. The child may have experienced different behaviours from the carer in the past e.g. sometimes caring but on other occasions displays dismissive, aggressive or abusive behaviour.

Actions to be taken when there are signs of insecure attachment:

  • have realistic expectations for the baby/young child
  • set consistent limits and boundaries
  • connect with the baby/child straight after any conflict and show intimacy
  • maintain consistent routines and habits demonstrating intimacy
  • follow the baby/child's interests
  • respond positively to the baby/child
  • respond to the baby/young child's non-verbal communication, e.g. by reflecting their facial expression to show understanding, and then comforting them
  • focus solely on the child - listen, talk or play with them, giving them your full attention in a way which makes them feel comfortable
  • provide a calm and nurturing environment
  • support a smooth transition, e.g. prepare the child to start at a care setting or education setting, or to go to hospital
  • establish a sense of touch and eye contact, e.g. through baby massage
  • provide support and assistance to parents
  • encourage parents to discuss their concerns with regard to attachment with their baby/young child.

Further reading:

http://bit.ly/2KO3Fji

Mae ymlyniad yn cyfeirio at gysylltiad emosiynol plentyn â'i ofalwr sylfaenol sy'n dechrau ar adeg geni, yn datblygu'n gyflym rhwng 0 a 2 oed ac yn parhau i ddatblygu gydol oes. Mae babanod yn datblygu ymlyniadau cryf at y bobl sy’n diwallu eu hanghenion yn rheolaidd yn ystod misoedd cyntaf eu bywyd. Mae'r berthynas arbennig sy'n datblygu rhwng baban a’i ofalwr sylfaenol ym mlwyddyn gyntaf ei fywyd yn bwysig iawn er mwyn i'r plentyn deimlo'n ddiogel. Mae ymlyniadau cadarnhaol yn hanfodol ar gyfer datblygiad emosiynol da. Bydd plentyn yn teimlo'n ddiogel ac yn hyderus pan fydd ganddo ymlyniad diogel gyda’i brif ofalwr ac mae hyn yn ei alluogi i ddatblygu perthnasoedd cymdeithasol eraill. Mae ymlyniadau diogel yn ystod plentyndod yn arwain at ymlyniadau hapusach ac iachach yn y dyfodol.

Mae'r gallu i ffurfio a chynnal perthnasoedd yn hanfodol i blant gan ei fod yn cefnogi eu dysgu, twf, datblygiad a'u llesiant. Os bydd anghenion emosiynol babanod yn cael eu cwrdd drwy berthnasoedd lle mae’r ymlyniad yn gadarn, byddant yn:

  • gallu ymdopi â phwysau a rhwystredigaeth
  • fwy tebygol o ffynnu a datblygu i'w llawn botensial
  • dysgu y bydd eu gofalwr sylfaenol yn eu cysuro pan fyddant yn ofidus
  • gallu rheoli eu hemosiynau a chysylltu ag eraill sy’n cael effaith gadarnhaol ar eu datblygiad cymdeithasol.

Bydd hyn yn arwain at ddatblygu synnwyr o werth sy'n hanfodol ar gyfer datblygiad iach.

Mae ymlyniad diogel yn helpu plant i reoli straen gan leihau effaith anfantais plentyndod, e.e. byw mewn amgylchedd difreintiedig. Mae plant sy'n byw mewn tlodi yn fwy tebygol o wynebu straen a gall hyn arwain at ymlyniadau ansicr gyda rhieni/gofalwyr.

Mae plant sydd ag ymlyniad â’u gofalwyr sylfaenol yn fwy tebygol o allu ymdopi ag anfantais plentyndod, e.e. byw mewn tlodi, neu fod heb fynediad i wasanaethau iechyd ac addysg. Mae meithrin a chynnal perthnasoedd gyda’u prif ofalwr yn helpu i gefnogi plant, e.e. ymddygiad cadarnhaol. Mae babanod sy'n datblygu ymlyniad cryf i'w prif ofalwyr yn fwy tebygol o fod â synnwyr cadarnhaol amdanynt eu hunain ac eraill.

Mae plant sydd wedi dioddef camdriniaeth yn debygol o fod ag ymlyniad ansicr â’i gofalwyr sylfaenol gan eu bod wedi cael eu gadael ar eu pennau eu hunain a heb gymorth yn ystod cyfnodau pryderus. Gall ymlyniadau ansicr hefyd datblygu os nad yw rhieni/gofalwyr yn gyson â’u plant, e.e. dangos llawer o gariad un diwrnod a bod yn ymosodol y diwrnod nesaf. Os yw perthynas plant ifanc â'u prif ofalwyr yn achosi pryder iddynt, maent yn debygol o gael problemau gyda'u datblygiad emosiynol a chymdeithasol.

Ambell waith, bydd rhieni neu ofalwyr yn methu ffurfio ymlyniad gyda’r plentyn oherwydd iselder ar ôl geni, genedigaeth gynamserol, salwch neu straen. Gall hyn arwain at blentyn sy’n ei chael hi’n anodd cymdeithasu a datblygu perthnasoedd ag eraill, ac anawsterau emosiynol a chymdeithasol hirdymor. Pan na fydd gan blentyn ifanc ymlyniadau cadarn gall arwain at broblemau ymddiried mewn gofalwyr neu oedolion mewn awdurdod. Efallai bod ganddynt broblemau rheoli ymddygiad, gan nad ydynt wedi cael model rôl cadarnhaol. Os nad oes gan blentyn ifanc ymlyniad cadarn, efallai na fydd yn datblygu'r sylfaen ddiogel angenrheidiol i gefnogi datblygiad iach yn y dyfodol.

Er mwyn hybu ymlyniadau rhwng plentyn ifanc a’i ofalwr sylfaenol, mae angen:

  • cyswllt llygaid
  • rhyngweithiad
  • chwarae
  • siarad
  • sylw
  • gwenu
  • trefn ddyddiol
  • cariad diamod
  • cyffyrddiad
  • sefydlogrwydd
  • diogelwch
  • canmoliaeth ac anogaeth
  • sensitifrwydd i anghenion y baban/plentyn
  • rhoi digon o amser ar gyfer trefniadau gofal
  • annog ymlyniadau cadarnhaol gyda’r ddau riant/gofalwr.

Mathau gwahanol o ymlyniad

Ymlyniad sicr Mae plant ag ymlyniad sicr yn gyfforddus gyda phobl eraill, yn gallu dibynnu arnynt ac yn gwerthfawrogi agosatrwydd (ac yn gyfforddus ag ef).
Ymlyniad osgoi Mae gan blant ag ymlyniad osgoi amheuon am bobl eraill. Maent yn ei chael hi'n anoddach ffurfio perthnasoedd, maent yn osgoi agosatrwydd ac mae ganddynt broblemau o ran ymddiriedaeth.
Ymlyniad pryderus Mae plant ag ymlyniad pryderus yn hoffi meithrin perthnasoedd agos ag eraill ond maent yn ei chael hi'n anodd gwneud hyn am fod arnynt ofn cael eu gwrthod.
Ymlyniad ansicr

Mae plant ag ymlyniad ansicr yn osgoi neu'n anwybyddu'r rhoddwr gofal heb ddangos fawr ddim emosiwn wrth iddi/iddo adael neu ddychwelyd. Gall hyn fod o ganlyniad i ofal anghyson a roddwyd gan y rhoddwr gofal.

Arwyddion o ymlyniad ansicr mewn baban:

  • osgoi cyswllt llygaid
  • ddim yn gwenu
  • ddim yn estyn breichiau i gael ei godi
  • ddim yn ymddangos fel ei fod yn sylwi na phoeni pan fydd yn cael ei adael ar ei ben ei hun
  • ddim yn gwneud synau
  • ddim yn dilyn pobl eraill â'i lygaid
  • dim diddordeb mewn chwarae gemau rhyngweithiol na chwarae gyda theganau
  • yn treulio llawer o amser yn siglo neu'n cysuro ei hun.
Ymlyniad amwys Er y gall y plentyn fynd yn ofidus iawn pan fydd rhiant neu ofalwr yn gadael, pan fydd yn dychwelyd nid yw'r plentyn yn dangos ymddygiad sy'n awgrymu ymlyniad cryf gyda’r rhiant/gofalwr neu'r rhoddwr gofal. Efallai y bydd y plentyn yn cydnabod dychweliad y rhiant neu'r gofalwr neu'n ymateb iddo, neu efallai na fydd yn gwneud hynny. Yn aml, gall ymddangos ei fod yn ‘gwylio o bell’. Mae ymchwil yn awgrymu, er ei fod yn gymharol anghyffredin, mai canlyniad argaeledd gwael a/neu anghyson y fam neu'r gofalwr yw ymlyniad amwys. Mae hyn oherwydd bod y plentyn wedi dysgu na all ddibynnu ar y fam neu'r rhoddwr gofal pan fydd mewn angen.
Ymlyniad di-drefn Fel y mae'r label yn awgrymu, ni ellir rhagweld lefel ymlyniad y plentyn a gall ei ymddygiad fod yn anghyson. Efallai y bydd y plentyn yn anwybyddu neu'n osgoi'r gofalwr, neu'n gwrthwynebu ei ymdrechion i ymgysylltu neu gynnig cysur. Mae rhai ymchwilwyr wedi awgrymu ei bod yn debygol i’r diffyg patrwm ymlyniad fod yn gysylltiedig ag ymddygiad anghyson gan roddwyr gofal. Mae'r plentyn yn ansicr sut y bydd y rhoddwr gofal yn ymateb ac felly mae wedi drysu o ran y ffordd y dylai ymddwyn. Mae'n bosibl bod y plentyn wedi profi ymddygiadau gwahanol gan y gofalwr yn y gorffennol, e.e. gofalgar weithiau ond ar achlysuron eraill yn dangos ymddygiad diystyriol, ymosodol neu ddifrïol.

Y camau i'w cymryd lle mae arwyddion o ymlyniadau ansicr:

  • bod â disgwyliadau realistig o’r baban/plentyn ifanc
  • gosod terfynau a ffiniau cyson
  • cysylltu â'r baban/plentyn yn syth ar ôl unrhyw wrthdaro a dangos agosatrwydd
  • cynnal arferion a threfn gyson gan ddangos agosatrwydd
  • dilyn diddordebau’r baban/plentyn
  • ymateb i’r baban/plentyn mewn ffordd bositif
  • ymateb i gyfathrebu di-eiriau’r baban/plentyn ifanc, e.e. trwy adlewyrchu mynegiant ei wyneb i ddangos dealltwriaeth, ac yna ei gysuro
  • canolbwyntio ar y plentyn yn unig - gwrando, siarad, neu chwarae gydag e, gan roi sylw llawn mewn ffordd sy'n teimlo'n gyfforddus iddo
  • darparu amgylchedd digyffro a meithringar
  • cefnogi trawsnewidiad esmwyth, e.e. paratoi ar gyfer dechrau lleoliad gofal neu addysg, neu gael eu derbyn i’r ysbyty
  • sefydlu ymdeimlad o gyffwrdd a chyswllt llygaid, e.e. trwy dylino baban (baby massage)
  • darparu cymorth a chefnogaeth i rieni/gofalwyr
  • annog rhieni/gofalwyr i drafod eu pryderon ynglŷn ag ymlyniad gyda’u baban/plentyn ifanc.

Darllen pellach:

http://bit.ly/2KO3Fji

Hint 2: Lorem ipsum dolor sit amet, consectetur adipisicing elit. Modi est praesentium earum exercitationem, accusantium molestiae asperiores reiciendis aliquam doloribus, delectus, cumque odio omnis rem, aliquid et. Quisquam eius, incidunt ab.

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Methods to promote, maintain and encourage bonding and attachment and evaluate practice

Dulliau er mwyn hybu, cynnal ac annog bondio ac ymlyniad a gwerthuso arfer

Sleeping baby in mother's arms

Childcare workers need to support parents/carers, other staff and students when using a variety of methods in order to maintain bonds and encourage secure attachments with children. This entails modelling the use of different methods, for example:

  • interact positively with children
  • respond positively to children
  • maintain eye contact with children
  • smile and talk to children
  • provide a consistent daily routine and set aside plenty of time for care arrangements, e.g. hand washing, feeding
  • maintain consistent routines and habits demonstrating intimacy
  • give children plenty of praise and encouragement showing unconditional love
  • be sensitive to the needs of the baby/child and follow their interests
  • provide a stable, safe and secure environment for children
  • encourage positive attachments with both parents
  • have realistic expectations for the baby/young child
  • set consistent limits and boundaries
  • connect with the baby/child straight after any conflict and show intimacy
  • follow the baby/child's interests
  • respond to the baby/young child's non-verbal communication, e.g. by reflecting their facial expression to show understanding, and then comforting them
  • focus solely on the child - listen, talk or play with them, giving them your full attention in a way which makes them feel comfortable
  • provide a calm and nurturing environment
  • support a smooth transition, e.g. prepare the child to start at a care setting or education setting, or to go to hospital
  • establish a sense of touch and eye contact, e.g. through baby massage
  • provide support and assistance to parents
  • encourage parents to discuss their concerns with regard to attachment with their baby/young child.

In order to be an effective childcare worker, reflection techniques should be used to evaluate how practices support the process of developing secure attachments for children. This means that lessons must be learned from experience and practice must be adapted through critical analysis. childcare workers can review their professional practice through realistic and regular assessment of the extent to which their work practice supports secure attachments for children.

They must have knowledge and understanding of reflective analysis techniques such as:

  • Asking what, why, how?
  • Searching for another way.
  • Keeping an open mind and an opinion on different perspectives.
  • Thinking about the consequences.
  • Testing ideas by comparing and contrasting: asking 'what if?'
  • Introducing ideas; looking for problems, identifying and solving problems.

Feedback from others (other members of staff, parents/carers or the children themselves) is important in terms of learning and development, as it helps childcare workers to become aware of their strengths, as well as areas for improvement. Constructive feedback helps childcare workers to develop their confidence and plan for their future development in order to ensure that they can effectively support secure attachments. Maybe through feedback or by reflecting on practice, childcare workers will identify the need to attend baby massage training in order to support secure attachments. This enables individuals to extend their learning further by reflecting on previous experiences or situations, for example, reflecting on their effectiveness in supporting a new child starting at the setting. Rather than sticking to the same routine, it will enable childcare workers to review their effectiveness in developing attachments with children.

Mae angen i gweithwyr gofal plant gefnogi rhieni/gofalwyr, staff eraill a myfyrwyr wrth ddefnyddio amrywiaeth o ddulliau er mwyn cynnal bondio ac annog ymlyniadau sicr gyda phlant. Mae hyn yn golygu modelu’r defnydd o wahanol ddulliau, e.e.:

  • rhyngweithio â phlant mewn ffordd gadarnhaol
  • ymateb i blant mewn ffordd gadarnhaol
  • cynnal cyswllt llygaid â phlant
  • gwenu a siarad â phlant
  • darparu trefn ddyddiol gyson a rhoi digon o amser ar gyfer trefniadau gofal, e.e. golchi dwylo, bwydo
  • cynnal arferion a threfn gyson gan ddangos agosatrwydd
  • rhoi digonedd o ganmoliaeth ac anogaeth i blant gan ddangos cariad diamod
  • bod yn sensitif i anghenion y baban/plentyn a dilyn eu diddordebau
  • darparu amgylchedd sefydlog, diogel i blant
  • annog ymlyniadau cadarnhaol gyda’r ddau riant/gofalwr
  • bod â disgwyliadau realistig o’r baban/plentyn ifanc
  • gosod terfynau a ffiniau cyson
  • cysylltu â'r baban/plentyn yn syth ar ôl unrhyw wrthdaro a dangos agosatrwydd
  • dilyn diddordebau’r baban/plentyn
  • ymateb i gyfathrebu di-eiriau’r baban/plentyn ifanc, e.e. trwy adlewyrchu mynegiant ei wyneb i ddangos dealltwriaeth ac yna ei gysuro
  • canolbwyntio ar y plentyn yn unig - gwrando, siarad, neu chwarae gydag e, gan roi sylw llawn mewn ffordd sy'n teimlo'n gyfforddus iddo
  • darparu amgylchedd digyffro a meithringar
  • cefnogi trawsnewidiad esmwyth, e.e. paratoi ar gyfer dechrau lleoliad gofal neu addysg, neu gael eu derbyn i’r ysbyty
  • sefydlu ymdeimlad o gyffwrdd a chyswllt llygaid, e.e. trwy dylino baban (baby massage)
  • darparu cymorth a chefnogaeth i rieni/gofalwyr
  • annog rhieni/gofalwyr i drafod eu pryderon ynglŷn ag ymlyniad gyda’u baban/plentyn ifanc.

Er mwyn bod yn gweithiwr gofal plant effeithiol, mae angen myfyrio er mwyn gwerthuso sut mae arferion yn cefnogi’r broses o ddatblygu ymlyniadau sicr i blant. Golyga hyn bod angen dysgu wrth brofiadau ac addasu arfer drwy ddadansoddi’n feirniadol. Gall gweithwyr gofal plant adolygu eu hymarfer proffesiynol drwy wneud asesiadau realistig a chyson o ba mor dda mae eu harferion gwaith yn cefnogi ymlyniadau sicr i blant.

Rhaid gwybod a deall technegau dadansoddi myfyriol megis:

  • Cwestiynu beth, pam, sut?
  • Chwilio am ffordd arall.
  • Cadw meddwl agored a barn o wahanol safbwyntiau.
  • Meddwl am ganlyniadau.
  • Profi syniadau drwy gymharu a chyferbynnu: gofyn ‘beth os?’
  • Gosod syniadau; chwilio, adnabod a datrys problemau.

Mae adborth gan eraill (staff eraill, rhieni/gofalwyr neu'r plant eu hunain) yn bwysig ar gyfer dysgu a datblygiad gan ei fod yn helpu gweithwyr gofal plant i ddatblygu ymwybyddiaeth o’u cryfderau, yn ogystal â meysydd lle mae angen gwella. Mae adborth adeiladol yn helpu gweithwyr gofal plant i ddatblygu eu hyder a chynllunio’u datblygiad yn y dyfodol er mwyn sicrhau eu bod yn cefnogi ymlyniadau sicr yn effeithiol. Efallai, drwy adborth neu fyfyrio ar arfer, bydd gweithiwr gofal plant yn adnabod yr angen i fynychu hyfforddiant tylino baban er mwyn cefnogi ymlyniadau sicr. Mae’n galluogi unigolion i ymestyn eu dysgu ymhellach drwy fyfyrio ar brofiad neu sefyllfa flaenorol, e.e. myfyrio ar eu heffeithiolrwydd o ran cefnogi plentyn newydd i’r lleoliad. Yn hytrach na chadw i’r un drefn, bydd yn galluogi gweithwyr gofal plant i adolygu eu heffeithiolrwydd wrth ddatblygu ymlyniadau â phlant.

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