Child Development

Knowledge of child development is the foundation for work with children, and therefore is a requirement for all those seeking to protect children. It influences every aspect of a child from physical growth and mental abilities, to how they express emotions, think and behave.

Healthy development takes children through stages, whereby they obtain an increasing number of physical, mental, and emotional skills in order to become independent adults. These stages provide benchmarks for determining if a child is developing normally. Without knowledge of the normal developmental stages of a child, a worker cannot identify developmental delays, assess the impact of abuse, or make recommendations regarding the child’s physical, mental or emotional health. Understanding what a child is capable of allows adults to communicate on their level and provide age-appropriate responses and interventions.

Knowledge of early childhood development and attachment behaviour is particularly important for protection workers. The physical health and care a child experiences as an infant will affect their development into adulthood. A child needs to have experienced a positive attachment by the age of 3 in order to develop cognitively, physically, socially, and psychologically. Healthy attachments come from the close bond a child experiences when provided with the responsive and stable care of at least one adult. In a residential home, children are less likely to receive the amount of individual attention from a permanent caretaker that they require. Children under 12, in particular, benefit more from a kinship, foster or adoption placement where they can experience closer relationships.

Observation of a child’s attachment to caretakers will influence the type of care, permanency plan, and level of support services offered. It can also aid in the identification of abuse.

This section contains information on the importance of child development knowledge, guidance on the ages and stages of children, and attachment theory.

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The Origin of Language: How We Learned to Speak and Why

Madeleine Beekman , 05 Aug 2025

In this book about the birth of our species, The Origin of Language argues that it was not hunting, fighting, or tool-making that forced early humans to speak, but the inescapable need to care for our children.

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The Right to a Good Start in Life: A Child's Right to Holistic Early Child Development

Dominic Richardson (Learning for Well being Institute); Child Rights Connect Inclusive Social Protection Taskforce, 29 Jul 2025

This position paper underscores that Early Childhood Development (ECD) is a fundamental human right, essential for ensuring that all children have the opportunity to survive and to thrive – regardless of socioeconomic status, gender, or crisis situation.

Consensus statement on developmentally appropriate policy and practice for adolescents in foster care

M. Dozier, J.G. Smetana, J. Allen, M.J. Bakermans-Kranenburg, et. al., 26 Jul 2025

This consensus statement on youth in foster care makes a case for a developmentally informed system of care. Although it avoids making specific policy and practice recommendations, it identifies general areas where research can inform change.

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Systematic Review of the Impact of Parent-Child Separation on Children’s Mental Health and Development

Silvana Milozzi, 05 Jan 2025

This systematic review of open-access research examined the effects of parental separation on children, identifying a wide range of adverse outcomes including neurological changes, trauma, abuse, poor academic performance, mental health disorders, and risky behaviors. The risk is highest between ages 9 months and 9 years, particularly when separation is abrupt, occurs in preschool years, involves care by strangers, or coincides with a change of residence.

Localization for Early Childhood Development and Child Protection in Guatemala

Mara Tissera Luna, 31 Oct 2024

This Collaborative Insights report gathers perspectives on strengthening ECD efforts from Guatemalan grassroots practitioners, national social movements, community-based organizations, international non-governmental organizations, donors, and the Guatemalan government.

Narratives of Social Educators on Practices in Institutional Foster Care // Narrativas de educadores sociais sobre práticas no acolhimento institucional

23 Sep 2024

This study aimed to analyze the narratives of social educators regarding their practices within a foster care institution for children and adolescents in South Brazil.

South African Child Gauge 2024: Early Childhood Development (Policy Brief)

The Children's Institute - University of Cape Town, 21 Aug 2024

This policy brief presents the key findings of the 2024 Child Gauge which focuses on early childhood development and the full book can be accessed at www.ci.uct.ac.za.

South African Child Gauge 2024: Early Childhood Development

Wiedaad Slemming, Linda Biersteker, Lori Lake, 21 Aug 2024

This 17th issue of the South African Child Gauge focuses attention on early childhood development – from conception until the start of formal school. It collates the latest evidence to reflect on progress, identify challenges and point the way forward.

South African Early Childhood Review 2024

Ilifa Labantwana, the Children’s Institute at the University of Cape Town, the South African Department of Planning, Monitoring and Evaluation in the Presidency, the South African Department of Basic Education; the Grow Great Campaign, DataDrive2030, 17 Jul 2024

The South African Early Childhood Review 2024 tracks data on the status of children under six years.

Receipt of Parenting, Disability, Unemployment, and Other Income Support Payments in Persons Aged 16 to 33 Years – The Associations with Child Maltreatment

Emmanuel S. Gnanamanickam , Leonie Segal , 11 Jul 2024

This study was based in Southern Australia and aimed to examine the association between child maltreatment and the receipt of income support payments and the budgetary impact for persons 16 to 33 years.