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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2016 KIDS COUNT Data Book: State Trends in Child Well-Being

Annie E. Casey Foundation, 2017

The Annie E. Casey Foundation's 2016 KIDS COUNT Data Book finds today's youth — Generation Z — are healthier and completing high school on time despite mounting economic inequality and increasingly unaffordable college tuition.

Dr. Charles Nelson: Neglect Profoundly Impacts a Child's Brain

WGBH Forum , 19 Dec 2016

As part of NOVA's look at childhood education, Dr. Charles Nelson came to this Boston Cafe Sci to share his research on the effects of early profound adversity on child and brain development.

Early Means Early: Mapping the Gaps Between Expert, Stakeholder, and Public Understandings of Early Childhood Development in South Africa

FrameWorks Institute, DST-NRF Centre of Excellence in Human Development, Stellenbosch University, UNICEF, and the MRC/Wits Developmental Pathways for Health Research Unit , 01 Sep 2016

This report identifies key communications challenges faced by experts and advocates as they seek to elevate support for public policies that will best serve the developmental needs of all children in South Africa.

Applying the Science of Child Development in Child Welfare Systems

Steven D. Cohen - Center on the Developing Child at Harvard University, 22 Aug 2016

This paper explores the ways that developmental science can inform and strengthen the child welfare system to better support the children, families, and communities it serves.

National Action Plan for Child Well-Being 2016-2021

The Republic of Uganda, 01 Jul 2016

In this National Action Plan for Child Well-Being, Uganda spells out goals, plans, and actions it needs to take to improve child well-being in Uganda. The document points out that 62 percent of persons living in poverty are children. It notes that 33 percent of children under 5 are stunted, and it further states that only 37 percent of children make it to secondary education.

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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