sábado, 31 de mayo de 2014


This unit deals with Attachment Theory, as an important aspect of affective development in children, and it is adressed to students of the second year of Infant education, a branch of Vocational Studies (high level). The subject this lesson belongs to is called Socioaffective Development, and it has a teaching load of 140 hours.
I have inserted to tables to develop this unit: in the first place, you are going to find the main characteristics of the unit, while in the second one I have included a more detailed explanation of the activities, the timing and resources needed.

CLIL didactic unit


(Vocational studies)
TABLE 1    
1. Learning outcomes / Evaluation criteria
- To know the Strange Situation experiment: to learn the procedure designed to identify different types of attachment
- To differenciate types of attachment.
- To analyze parenting patterns related to each type of attachment
2. Subject Content
-          Types of attachment. Mary Ainsworth's experiment: The Strange Situation
-          Parenting styles related to each attachment type
3. Language Content / Communication

Nonus: bond, attachment, relationship, cue, signal, tip, needs, responsiveness, caregiver, warmth, affection, balance, disappointment, loss, joy, pattern, parenting
Verbs: to trust, to build, to shape, to develop, to provide, to sooth, to meet, to ensure, to support, to realize, to cry, to coo, to yell, to seek, to share, to release, to overcome, to monitor
Adjectives: lasting, (in)secure, deep, challenging, helpless, vulnerable, stressed, unique, confident, spoiled, empathetic, fulfiling, rewarding, demanding, instinctual, avoidant
Prepositions: to take for granted, through, across, underneath, within

Correlations: The more...the more; expressing probability; expressing opinions; making hypothesis
Whether ...or...; cause-effect clauses; listing points...
Discourse type
Descriptive and argumentative
Language skills
Listening, reading, speaking, writing
4. Cognitive skills
From the most basic ones (listing, summarising…) to the more complex: analyse, assess and create
5. Cultural element
Comparison of the results of the procedure being applied in different cultures
6. Task
Record a video replicating The Strange Situation experiment.
Design the steps, perform them and record the voice explaining the procedure.
Analyse your results according to Mary Ainsworth's Theory
Assess the results obtained by your classmates
7. Activities / Class distribution / timing
see table nº 2
8. Resources
 see table nº 2
9. Evaluation
- Does the student know the procedure of The Strange Situation, designed by Mary Ainsworth?
- Is she capable of describing and differenciating patterns of attachment?
- Can he identify factors that affect attachment and how are they linked to the different patterns of attachment and bonding?

Adapted from Isabel Pérez Torres

A first sample of this template has been published at:

Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.

It is mainly based on the hands-on experience at designing units and on conversations with experts and peers. The theory of the 4Cs by Do Coyle has also been taken into account. This theory has been shown in various publications, such as: Coyle, D., Hood, P. and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.

Session 1
Activities and objectives / Time and grouping
1.    Pre-task: Previous knowledge
Objective: To explore previous knowledge and make connections to the new one
ACTIVITY 1 How many words do you know? Read the concepts in the wordcloud, underline the ones your already know and try to define them
Time and grouping: 20 min. Individual task
Word cloud
<a href="http://www.wordle.net/show/wrdl/7878905/Attachment" 
          title="Wordle: Attachment"><img
          alt="Wordle: Attachment"
          style="padding:4px;border:1px solid #ddd"></a>
2. Learning the subject: Attachment theory and patterns
Objective: To develop the main contents. To offer a more complete description of the Attachment patterns

Doc 2: Vocabulary
ACTIVITY 2  Matching activity: looking for synonyms
Time and grouping: 10 min. Individual

Doc 3: Synonyms
ACTIVITY 3 Write definitions of the following concepts, according to the text
Time and grouping: 15 min. Individual
Doc 4: Definitions

ACTIVITY 4 Select the sentence of the text that best fits each picture: then compare with your group and reach an agreement
Time and grouping: 40 min
1st step: Individual
2nd step: In groups of four
3rd step: Big group: each group shares its choices to the rest of the class

Doc 5: Pictures:

ACTIVITY 5 Summarize the text
Time and grouping: 20 min. Individual

Session 2
Activities and objectives / Time and grouping
Watch the VIDEO and analyze it: The Strange Situation-Mary Ainsworth (3 activities)
To develop the main contents.
To offer a visual support to the new vocabulary and content
To know and learn the stages and setting fo the procedure designed by Mary Ainsworth to analyze the different attachment patterns.
Doc 7: Video

1) Answering QUESTIONS
1st: read the questions
2nd: watch the video
3rd: answer the questions
4th: compare your answers
Time and grouping: 20 min.  1st, 2nd and 3rd steps: individual; 4th: in pairs
Doc 8: Questions
2) ORDER the sequence of the procedure
Time and grouping: 10 min. Individual
Doc 9: Interactive activity
Tell your partner your opinion about the procedure
Time and grouping: 10 min. In pairs

Doc 10: Language help: "Expressing opinions"
To learn the behavioural characteristics of each pattern.
To analyze and compare each pattern
To establish the connexion between child and caregivers patterns of behaviour

Doc 11: Table: "Child patterns of attachment" adapted from  http://www.saylor.org/site/wp-content/uploads/2010/11/PSYCH101-Wiki-Attachment-theory.pdf
ACTIVITY 9  Read the information on the table and classify it in a new table, taking into account the three main steps of the procedure: EXPLORING; SEPARATION and REUNION
Time and grouping: 10 min. Individual
1st step: TRY TO GUESS: What kind of pareting behaviour might be linked to each attachment pattern? Make hypothesis, and tell your partner.
2nd step: AM I RIGHT?: Compare how accurate you were: read the new information and complete the table
Time and grouping: 20 min. In pairs

Doc 12: Table (or mind map)

Doc 13: Language help: "Expressing hypothesis"

Doc 14: Table with parenting behaviours

ASSESSING ATTACHMENT Infant Attachment Checklist:
To know a tool designed to assess attachment
Read the items and group them into three categories:
-          seeking proximity
-          emotional expression (reactions)
-          accepting comfort
Time and grouping: 15 min. Individual
What kind of attachment pattern is more likely to show each item? (choose 5 items of the list)
Time and grouping: 10 min. In pairs

Doc 16: Language help: "Expressing probability"

Session 3
Activities and objectives / Time and grouping

Record a video replicating The Strange Situation experiment:
1st: Design the steps or stages of the procedure (use the "extra help" document), distribute the roles
2nd: Perform them and record the voice explaining the procedure.
3rd: Show the rest of the class: they will have to assess your performance and guess what kind of attachment pattern you are representing in each moment.
Time and groupingGroups of four
1st: 30 min
2nd: homework
3rd: 40 min


Doc 17: GET some EXTRA HELP to prepare your role-playing: video with all the steps of the procedure and exemples of children with diferent attachment patterns
Doc 18: Language help: "Listing points": link:http://www.slideshare.net/SniaRubiFigueras/connectors-time-sequence

Doc 19: Assessment chart

Student survey for teacher

Ana Ferragud García
You can find a presentation of this unit in Google Drive:

1 comentario:

  1. Excellent didactic unit. I have found the topic quite interesting as I have a 4 year-old-child and a 1 year-old baby. The timing, organization, and resources are great. The vocabulary maybe a bit too extensive and specific for them, but I think you do not expect pupils to memorize the words but to become familiar with the terms. Simply brilliant. Congratulations!