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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Preserving relationships and maintaining social capital:the experiences of young people living in foster care in the United Kingdom

Justin Rogers - Youth Divide and Youth Inclusion, 25 Jun 2016

This paper presents findings from a doctoral project that explored the experiences of young people growing up in foster care in the United Kingdom.

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The Role of Parenting and Family Factors in the Developmental Catch-Up for Children Adopted Internationally

Jennifer M. Katzenstein, Brenna LeJeune & Kathy E. Johnson - Adoption Quarterly, 23 Jun 2016

The present study focused on whether parenting and family factors explain variance in cognitive and linguistic catch-up in children adopted internationally.

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A First Look at Natural Mentoring Among Preadolescent Foster Children

Johanna K. P. Greeson, Lindsey M. Weiler, Allison E. Thompson and Heather N. Taussig - Journal of Community Psychology, 17 Jun 2016

This study describes natural mentoring among preadolescent children placed in out-of-home care and examines the association between natural mentoring and demographic, maltreatment, placement, and psychosocial characteristics.

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Interpersonal trauma and associated psychopathology in girls and boys living in residential care

Sophia Fischer, Claudia Dolitzsch, Klaus Schmeck, Jorg M. Fegert and Marc Schmid - Children and Youth Services Review, 16 Jun 2016

The present study aimed to assess the relationship between interpersonal traumatic experiences and specific psychopathological symptoms in a high-risk population of girls and boys living in youth welfare institutions in residential care.

Interpersonal trauma and associated psychopathology in girls and boys living in residential care

Sophia Fischer, Claudia Dölitzsch, Klaus Schmeck, Jörg M. Fegert, Marc Schmid - Children and Youth Services Review, 16 Jun 2016

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Beyond Survival: The Case for Investing in Young Children Globally

National Academy of Medicine, 16 Jun 2016

This paper from the U.S. National Academy of Medicine argues the importance of investment in early childhood development and serves as a call to action “to close the gap between what is known and what is done to support the development of children globally and, in turn, sustainable progress for communities and nations.”

Future Expectations as a Source of Resilience among Young People Leaving Care

Yafit Sulimani-Aidan - The British Journal of Social Work, 15 Jun 2016

This paper aims to address the role of future expectations among young people leaving care in the context of resilience theory and emerging adulthood theory.

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Childhood Poverty and Cognitive Development in Latin America in the 21st Century

M. Soledad Segretin1,2, M. Julia Hermida3, Lucía M. Prats, Carolina S. Fracchia, Eliana Ruetti, and Sebastián J. Lipina - New Directions for Child and Adolescent Development, 02 Jun 2016

The aim of the present paper is to systematically review the empirical studies that have analyzed the associations between poverty and cognitive development in children under 18 years of age from Latin American and Caribbean countries between 2000 and 2015.

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The effect of trauma on the brain development of children: Evidence-based principles for supporting the recovery of children in care

Sara McLean - Australian Institute of Family Studies, 01 Jun 2016

This practice paper from the Australian Institute of Family Studies presents an overview of the research on the impacts of trauma on children’s brain development for children placed in out-of-home care and offers basic principles for responding to children’s trauma.

Jo Boyden recommends the best books on Children

Sophie Roell interviews Jo Boyden - Five Books, 20 May 2016

Jo Boyden, professor of international development at Oxford University and director of its Young Lives study, has selected five books that challenge Western assumptions and beliefs about child-rearing and how children “should” be raised.

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