A03

• Point: One strength of Schaffer and Emerson's research is its good external validity.

  Evidence: Most observations were made by parents during ordinary activities, minimising potential distractions or anxiety in the babies.

  Explain: This suggests that the participants likely behaved naturally under observation.

  Link: Therefore, this indicates that the findings are likely applicable to real-world settings.
• Point: However, there are issues with the mothers acting as observers, raising concerns about objectivity and accuracy.

  Evidence: Mothers may have been biassed in what they noticed or reported, potentially affecting the reliability of the data.

  Explain: For instance, they might not have noticed their baby showing signs of anxiety

  Link: Thus, this means that the recorded behaviour may not accurately reflect the babies' actual experiences.
• Point: One limitation of Schaffer and Emerson's stages is the validity of measures used in the asocial stage.

  Evidence: Babies under two months old may exhibit subtle signs of anxiety that are challenging for mothers to observe and report accurately.

  Explain: This suggests that the asocial behaviour observed may be due to methodological limitations rather than true lack of social interaction.

  Link: Hence, this casts doubt on the validity of conclusions drawn from observations in the asocial stage as the mothers may have missed the social signs.
• Point: Another strength is the practical application of Schaffer and Emerson's stages in day care settings.

  Evidence: Their research suggests that babies may experience difficulties during the specific attachment stage when starting daycare with an unfamiliar adult.

  Explain: This implies that parents can use the stages to plan day care arrangements effectively i.e. during asocial and indiscriminate stages.

  Link: Therefore, this highlights the utility of Schaffer and Emerson's stages in informing child care decisions.