Attachment can be seen as an evolutionary tool ensuring survival of species. Making sure the infant survives the infancy and by developing into adulthood gains the possibility of prolonging their lineage. It is a crucial part of infancy/early childhood for both humans and non-humans (Harlow & Harlow, 1966). Defined as a strong, intimate, emotional connection between people that persists over time and across circumstances(Bowlby, 1982)attachment is a key component in development. As an example human infants are born with a predisposed set of behaviours aimed at forming and maintaining a bond with their caregiver; and that bond; this developing attachment and its style influences how they act and react in peer interactions in their later life(Sroufe et al, 2005).  That makes attachment one of the key factors in early development. A factor that while related to outcomes only probabilistically cannot be trivialized as it forms a basis upon which those further outcomes are initiated(Sroufe et al, 2005).

Development of mutual attachment between a child and its primary caregiver begins right after birth. The then helpless child signals the caregivers with crying requiring or looking for a reaction; be it offering of food or comfort. Despite seemingly limited resources on the part of the child the development of attachment is a process that engages both the caregiver and the infant. The child engages with parent through means available to it: Looking, smiling, crying and cuddling(Martin, Carlson & Buskist, 2010). All of which can be said to be pre-programmed/inherited as evolutionary means of communication and tools to form attachment to the parent/caregiver. The caregivers reaction and its form is what influences the developing attachment with the infant. This part of the forming relationship is more obvious with the caregiver providing the child with comfort in distress, security and food. The infants temperament is also noted as possibly influencing the reaction of the caregiver and form of attachment formed; But the two factors should be viewed from different perspectives and as correlated not directly connected to one another(Sroufe, 1985) .Recent studies also point towards parent empathy as a possible and likely factor in the forming attachment(Stern, Borelli & Smiley, 2015).  The child temperament and parent empathy while taken into consideration together can be a factor in the process of attachment. The proposed concept of “Parent Socialization and Child Temperament in Early development of conscience”(Kochanska, 1993) suggests a relation close to that of empathy and temperament suggested but this should be treated as a hypothesis as no research directly touching on the subject was found by the author.

A caregiver/parent-child attachment relationship is the most important and influential relationship in a child’s life. That relationship builds a foundation for their further psychological functioning(Grossmann and Grossmann, 2005). It influences how children accommodate and accept their culture(Grossmann, Grossman and Waters, 2006). A child that had a secure attachment as an infant would be more independent and capable in social interactions among their peer group; Be less reliant on teachers and more likely to engage with others. While children with resistant/ambivalent attachment even as toddlers are already less competent in their initial interaction with peers, show more hesitance in exploration of novel objects and are often viewed by their teachers as helpless. Others with avoidant attachment to their caregivers showed issues with making friends and were more likely to isolate themselves; finding activities requiring psychical or emotional interactions challenging.(Sroufe et al, 2005). Differences can already be clearly seen in schemas accommodated by the children with different attachment types. When it comes to exploration, social interaction and independence. The infants will also show clearly differing results when subject to Strange-Situation Test(Ainsworth, Bell, 1970).All of the factors that while not preventing further personal development while moving into adolescence make the transition easier. A highly independent child with well developed social skills will have a solid foundation upon which a healthy psyche can easier be built. Going even further there are suggested direct links between secure attachment and development of right brain regulatory, functions and adaptive infant mental health(Schore, 2001). While depending on the circumstances the attachment style is subject to change(Davila, Burge & Hammen, 1997)and can be redeveloped in children with past traumas and insecure attachment(Hughes , 2000) it remains one of key factors in making healthy psychological and social development of a child possible.

Minnesota longitudinal study of attachment provides us with further examples of differences in behaviour on children with different types of attachment in latter part of childhood. A hypothesis put forward by Bowlby that along with becoming confident with caregiver’s capacity to provide regulatory assistance, one also gains confidence in one’s own capacities for regulation is strongly supported by proof gathered during this study. During summer camps that were part of the research it was observed that children with secure attachment history were more self-confident and had higher self-esteem while remaining more stress resistant then their peers with resistant/avoidant attachment(Sroufe et al, 2005). Further behavioural observations (Erez, 1987; Sroufe, Schork, Motti, Lawroski, & LaFreniere, 1984) provided additional documentation of children with secure histories being more prone to positive affect. “Secure” children found it considerably easier to approach their peers and were more likely to react with aggression or frustration to social problems. This highlight’s the superior social ability of children with secure attachment to their caregivers. These children were more likely to experience positive social interactions and as such developed better social schemas easier than their counterparts with different attachment type history. 

Attachment type formed in early life can influence our adult social interactions . In some cases where it doesn’t change throughout the adolescence; attachment types transfer into adult life. A study “Attachment Styles Among Young Adults: A Test of a Four-Category Model”(Bartholomew & Horowitz, 1991) shows that adult romantic attachments and friendships are influenced by the attachment developed during infancy and childhood. The study proves that despite the fact attachment can be changed due to changing circumstances there is a possibility of it persisting into adulthood and influencing social interactions. Such persistence of a factor introduced as early as infancy only helps us extrapolate exactly how important attachment is in social development of humans.

Despite the fact attachment is only one of factors deciding the outcome of an infant growing up into a healthy, fully-functional adult. The outcome being influenced by multitude of different factors like social background, family stress, further parent behaviour and peer relationships. It still functions as a foundation of development in social setting and interactions. Strong and secure attachment allows easier development and is key to mental health throughout the transition from infancy to adulthood(Sroufe et al, 2005). Attachment establishes a healthy base onto which social schemas can be accommodated. Influences self-esteem, independence and ability to navigate social situations. It can be seen as a bottom of a pyramid upon which self-aware self is built in the transition into adulthood; and the stronger the foundation more flexibility in means and resistance to debilitating circumstances/factors is possible on the way to healthy adulthood.

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