Observation Checklist What to Look for in
Assessing Attachment and Bonding
Birth to One Year
Does the Child…? Does the Parent…?
• Make/maintain eye contact • Respond to the infant’s vocalizations
• Establish joint attention • Change voice tone when talking to or about
the infant
• Make and maintain efforts to get/stay in
physical contact with parent • Engage in face to face contact with the infant
• Appear alert • Exhibit interest in and encourage age
appropriate development
• Respond to people
• Respond to the infant’s cues
• Show interest in the human face
• Demonstrate the ability to comfort the infant
• Track with his/her eyes
• Enjoy close physical contact with the infant
• Vocalize frequently (Coo, babble, jargon)
• Initiate positive interactions with the infant
• Exhibit expected motor development (Head
control, rolling, sitting, crawling, etc.) • Identify positive qualities in the infant
• Signal discomfort
• Recover from being upset
• Able to regulate states – remain alert, asleep,
eat, sleep, eliminate on regular schedule
• Mood- happy/fussy
• Appear to be easily comforted
• Exhibit normal or excessive fussiness
• Appear outgoing or passive and withdrawn
• Have good muscle tone
Adapted from Fahlberg, V.I. (1991). A child’s journey through placement. Indianapolis, IN.: Perspective Press.
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©2008 SUNY Research Foundation/CDHS
Observation Checklist What to Look for in
Assessing Attachment and Bonding
One to Five Years
Does the Child…? Does the Parent…?
• Explore their surroundings • Use disciplinary measures appropriate for
• Check in regularly with the parent – visually the child’s age
and physically • Respond to the child’s overtures
• Respond positevly to the parents • Initiate affection
• Keep themselves occupied • Provide effective comforting
• Show signs of reciprocity • Initiate positive interactions with the child
• Seem relaxed and happy • Accept expressions of autonomy
• Look at people when communicating • See the child as positively “taking after” a
family member
• Show emotions in a recognized manner
• Seem aware of child’s cues
• React to pain and pleasure
• Enjoy reciprocal interactions with the child
• Engae in age appropriate activities
• Respond to child’s affection
• Use speech appropriately
• Set age appropriate limits
• Respond to parental limit setting
• Respond supportively when the child shows
• Demonstrate normal fears
fear
• React positively to physical closeness
• Show a response to separation
• Note the parent’s return
• Exhibit signs of pride and joy
• Show signs of empathy
• Show signs of embarrassment, shame, guild
Adapted from Fahlberg, V.I. (1991). A child’s journey through placement. Indianapolis, IN.: Perspective Press.
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©2008 SUNY Research Foundation/CDHS
Observation Checklist What to Look for in
Assessing Attachment and Bonding
Grade School Years
Does the Child…? Does the Parent…?
• Behave as though s/he likes himself • Show interest in the child’s school
• Show pride in accomplishments performance
• Accept expression of negative feelings
• Share with others
• Respond to the child’s overtures
• Accept adult imposed limits
• Provide opportunities for the child to be with
• Verbalize likes and dislikes
peers
• Try new tasks
• Handle problems between siblings with
• Acknowledge their mistakes fairness
• Seem relaxed and happy • Initiate affectionate overtures
• Express a wide range of emotions • Use disciplinary measures appropriate for
• Establish eye contact child’s age
• Exhibit confidence in their own abilities • Assign the child age appropriate
responsibilities
• Appear to be developing a conscience
• Seem to enjoy the child
• Move in a relaxed manner
• Know the child’s likes and dislikes
• Smile easily
• Give clear messages about behaviors that are
• Look comfortable when speaking with adults approved or disapproved of
• React positively to parents being physically • Comment on positive behaviors as well as
close negative
• Have positive interactions with siblings and
or peers
Adapted from Fahlberg, V.I. (1991). A child’s journey through placement. Indianapolis, IN.: Perspective Press.
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©2008 SUNY Research Foundation/CDHS
