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Some behavioral theorists suggested that attachment was a learned behavior, but Bowlby believed that it is a behavioral and motivation pattern (Cherry, 2019). The format for this theory could be written as an attachment (concept A) progresses through (proposition) different stages (concept B) consisting of secure, avoidant, and resistant. In other words, the baby’s attachment to the caregiver is being developed through different stages. Attachment is concept A and different stages are concept B. Both of these concepts have a relationship (proposition) as it progresses or is developed. According to Spies and Duschinsky (2021), Bowlby and Ainsworth theorized that “children are predisposed to develop an attachment behavioral system, which directs them to seek the availability of their familiar caregiver or caregivers when alarmed or separated” (p. 1). Ainsworth went on to describe the babies’ attachment to caregivers caused different behaviors in babies when they were put in strange situations (Spies & Duschinsky, 2021). In strange situations, babies undergo brief separation and reunion with their caregivers. Based on the observation, babies are more secure and more willing to move away from their caregivers when they know the caregivers are available and standing close by within their proximity. Whereas babies would show avoidant behavior by directing their attention away from the caregivers or resistant behavior by displaying distress and frustration if they do not see their caregivers and later reunited (Spies & Duschinsky, 2021). The term secures used in the context of Attachment theory by the authors could be confusing because if the babies were secured, they would not look for their caregiver to make sure the caregivers are in proximity. The term secures understood by the general public would mean that someone does not need the presence of another person.
