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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Descriptions from Motherless Infants’ Caregivers in an Institution in Rural Tanzania

Kari Vik (KV), Vickfarajaeli Zebedayo Daudi (VZD), Lusajo Joel Kajula (LJK), Rolf Rohde (RR), Omary Said Ubuguyu (OSU), Joseph Ndukusi Saibulu (JNS) - Infancy and Caring, 22 Feb 2018

This paper aims at describing how caregivers at an institution for motherless infants in rural Tanzania perceive infancy, caring and sensitivity in their everyday context.

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Building and utilising resilience: The challenges and coping mechanisms of care leavers in Ghana

Kwabena Frimpong-Manso - Children and Youth Services Review, 10 Feb 2018

Through this study, data were collected through interviews with 23 care leavers in Ghana to examine their challenges and the factors that influence their coping mechanisms.

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Building Core Capabilities for Life

Center on the Developing Child at Harvard University, 26 Jan 2018

This 5-minute video from the Center on the Developing Child at Harvard University explores the development and use of core capabilities — known as executive function and self-regulation skills — from early childhood into adolescence and adulthood.

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Online consultations on the draft Nurturing Care Framework

World Health Organization & UNICEF, 24 Jan 2018

The first online consultation on the Nurturing Care Framework for early childhood development was held between 24th January and 6th February, a summary of the responses submitted will be available in March.

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Promoting Early Childhood Development Through Combining Cash Transfer and Parenting Programs

Ana-Maria Arriagada, Jonathan Perry, Laura Rawlings, Julieta Trias, and Melissa Zumaeta - World Bank Group, 2018

This note and the accompanying full technical paper examine the existing evidence and the potential for bringing together cash transfer programs and parenting interventions to improve child development outcomes, notably cognitive performance.

ACEs and Toxic Stress: Frequently Asked Questions

Center on the Developing Child at Harvard University, 2018

This infographic, and accompanying answers to Frequently Asked Questions (FAQs), describes Adverse Childhood Experiences (ACEs) and their relationship to toxic stress, and explains the impacts of ACEs on children's development.

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Situation Analysis of Children and Women in Kenya, 2017

UNICEF, 2018

The report presents an overview of the Situation of Children and Women in Kenya using the results of the most significant research and analysis between 2014 and 2017 in areas related to the wellbeing of children and women.

Formation and disruption of bonds between caregivers and institutionalized children

Ruth Irmgard Bärtschi Gabatz, Eda Schwartz, Viviane Marten Milbrath, Hudson Cristiano Wander de CarvalhoI, Celmira Lange, Marilu Correa Soares - Revista Brasileira de Enfermagem, 2018

The purpose of this study was to understand the perspective of caregivers about the formation and disruption of bonds with institutionalized children in Brazil.

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The Changing Brain: Created to Heal - Hope for Vulnerable Children and Their Caregivers

Nicole Wilke, Meredith Morgan, and Alisha Pangborn - CAFO, 2018

This resource from the Christian Alliance for Orphans (CAFO) has been created for those who care for and about orphans and vulnerable children (OVC), with the aim of helping them empower and equip children and youth toward success and well-being.

A holistic approach to child development: factors influencing overall development in children in care in Ontario, Canada

Miller, Meagan Greenberg, Barbara Michael, Erik Flynn, Robert J. - University of Ottawa, 2018

This presentation explores the developmental assessment of young children living in out-of-home care using the Ages and Stages Questionnaires® Third Edition.

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