Secure Connections Project Guide
ECE Teacher Prep Series • Digital Project
Project Guide: Secure Connections
Creating a Google Slides Guidance Plan for Insecure Attachment Profiles
Google Slides Assignment
Project Objective
Instead of writing a paper, you will design a 4-slide Google Slides deck as a guide for early childhood educators. You'll apply attachment theories (Bowlby, Ainsworth, and Harlow) to help a specific child build a secure internal working model in your classroom.
Step 1: Select One Classroom Case Study
Case A
Leo (Age 3) • Avoidant
Rejects teacher comfort, says "leave me alone" when hurt. Works independently with blocks but kicks them over in anger if frustrated. Never greets caregivers.
Emotionally Distanced
Case B
Maya (Age 4) • Resistant
Screams & clings at drop-off. Alternates between seeking teacher physical touch and aggressively throwing items or pushing caregivers away when they soothe her.
Anxious & Clinging
Case C
Jax (Age 3) • Disorganized
Freezes, rocks back and forth, or stares blankly during class transition times. Runs towards the teacher for comfort but stops halfway and hides under tables.
Conflicted/Fearful
Step 2: Your 4-Slide Presentation Template
Create a new Google Slides deck and build the following slides. Use clear headings and professional ECE terminology.
1
Slide 1: Title & Introduction
Include a professional project title, your name, class period, and identify your chosen child profile (Leo, Maya, or Jax) along with their Ainsworth Attachment Type.
2
Slide 2: Theoretical Analysis (Why the behavior?)
Address Bowlby's Theory: How does this child's "Internal Working Model" view adults? Address Harlow's Theory: Explain how a lack of contact comfort contributes to their distress.
3
Slide 3: Environmental Modification (The Cozy Spot)
Describe a sensory-friendly classroom "safe zone" designed specifically for this child. List the tangible comfort materials you would purchase or add (high-pile pillows, separation screens, weighted toys) and why. You can include photos or sketch labels!
4
Slide 4: Teacher Guidance Action Plan (Verbal Scripts)
Provide 3 concrete, responsive strategies a teacher must use: A. Transition/Drop-off (arrival technique), B. De-escalating distress (exact verbal phrases), and C. Supporting peer play.
Turn-In: Share your Google Slides link directly with your instructor.
Digital Submission Guide
Secure Connections Grading Rubric
ECE Teacher Assessment Tool
Project Rubric: Secure Connections
Evaluation Standards for Student Google Slides Guidance Projects
Max Score: 32 Points
Student Candidate Name:
Total Score:
/ 32 pts
Assessed Grade:
ECE Vocational Standards Alignment
Aligns with CDA Subject Area 3 (Social/Emotional Development) & NAEYC Standard 1 (Using development to create supportive environments).
| Criterion | Exemplary (4 pts) | Proficient (3 pts) | Developing (2 pts) | Emerging (1 pt) | Score |
|---|
| Bowlby Analysis | | | | | |
| (Slide 2) | Perfect analysis of profile. Masterfully connects behavior with Bowlby's internal working models of care. | Accurately connects child's profile behavior to Bowlby's theory of caregiver models. | States a general attachment profile, but connection to Bowlby's theory is weak or vague. | Misidentifies attachment traits or lacks clear theoretical connection. | |
| Harlow Theory | | | | | |
| (Slide 2) | Exceptional insight. Integrates specific tactile/soft sensory items to support child self-soothing. | Applies Harlow's contact comfort theory. Connects physical softness to emotional safety. | Mentions comfort objects but lacks grounding in Harlow's physiological principles. | No mention of sensory comforting or connection to Harlow's monkey studies. | |
| Cozy Space | | | | | |
| (Slide 3) | Creative cozy space layout. Includes relevant pictures/sketches with precise labeled sensory elements. | Provides logical cozy area descriptions & layout with appropriate soft/sensory elements on the slide. | Cozy area described is generic ("add pillows"). Slide details are sparse or missing layout guides. | No slide details for cozy spot or space elements violate basic early childhood safety rules. | |
| Guidance Scripts | | | | | |
| (Slide 4) | Highly concrete verbal scripts and non-verbal soft actions for arrivals, distress, and social play. | Includes specific, developmentally responsive verbal prompts and physical teacher moves. |