Ainsworth’s ‘Strange Situation

• Mary Ainsworth

  Designed the 'Strange Situation' to assess how securely attached a child is to their caregiver and identify the type of insecure attachment if present
• The 'Strange Situation'

  1. Introduction: The caregiver enters a room, places the child on the floor, and sits on a chair without interacting with the child unless attention is sought

  2. Stranger Introduction: A stranger enters, talks to the caregiver, and then approaches the child with a toy

  3. Caregiver Leaves: The caregiver exits the room. The stranger observes, engages, or comforts the child as needed

  4. Caregiver Returns: The caregiver returns, and the stranger leaves

  5. Caregiver Leaves Again: The caregiver leaves the room briefly, leaving the child alone

  6. Stranger Re-enters: The stranger enters and repeats the previous behaviour of observing, engaging, and comforting

  7. Final Reunion: The stranger leaves, and the caregiver returns
• The 'Strange Situation'


  • Controlled observation conducted through a two-way mirror
  • Consists of seven stages, each lasting 3 minutes
• Behaviours observed in the 'Strange Situation'

  • Separation anxiety
  • Stranger anxiety
  • Willingness to explore
  • Reunion behaviour
• Secure Attachment (65%): Infants show some separation anxiety but are easily soothed upon the caregiver's return. They play independently but use the caregiver as a safe base.
• • Insecure Avoidant (20%): Infants show no separation anxiety or stranger anxiety. They may display anger and frustration toward the caregiver and avoid social interaction. They explore independently regardless of who is present.
• • Insecure Resistant (3%): Infants become very distressed when the caregiver leaves and exhibit ambivalent behaviour upon their return, seeking and rejecting social interaction. They are less inclined to explore.
• • Point: The study only measured the relationship type with one attachment figure.

  Evidence: Only mothers and their children were involved in the study.

  Explanation: This could lead to incorrect identification of a child's attachment type, as they might be securely attached to another figure, like a father or extended family member. The assumption that the child is closest to the mother limits the study's internal validity.
• • Point: The study lacks population validity.

  Evidence: It was primarily based on Western culture, with most studies conducted in America.

  Explanation: This cultural bias limits the ability to generalise the findings to other cultures, particularly due to the differences between individualist and collectivist societies in upbringing and experiences.
• • Point: The study also lacks ecological validity.

  Evidence: Conducted in a lab setting, the variables were highly controlled.

  Explanation: While this control increases confidence in establishing cause and effect, it is not representative of real-life situations, thus lacking mundane realism.

  This means that: Despite the lack of ecological validity, the high control over variables makes the study easily replicable, increasing the reliability of the findings and confidence in the attachment classifications assessed using the Strange Situation.