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. 

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TED ,

In this TED video, Georgette Mulheir, CEO of Lumos, an NGO dedicated to ending worldwide systematic institutionalization, describes how orphanages can cause irreparable damage to children both mentally and physically and urges to end reliance on them by finding alternate ways of supporting children in need.

Gallianne Palayret, Jean-Claude Legrand, Anna Nordenmark Severinsson, Nigel Cantwell, Helene Martin-Fickel,

Through a comprehensive statistical analysis and literature review, this UNICEF report provides a child rights-based up-to-date review of the situation of children under the age of three in formal care in the countries of Central and Eastern Europe and the Commonwealth of Independent States (CEECIS).

Sylvie Delcroix, Jan Folda, Bettina Hofer, Irene Martín López, Irene Rojnik, Vera von Sartori, Samantha Tedesco, Karin Weiss, Marco Zaniboni,

This publication by SOS Children’s Villages International brings together research findings, learning and policy recommendations about sibling relations in alternative care gathered from five different SOS Children’s Villages associations (Germany, Austria, France, Italy, and Spain).

Dr. Charles H. Zeanah, M.D., MS. Carole Shauffer, J.D., and Dr. Mary Dozier, Ph.D. - Journal of the American Academy of Child and Adolescent Psychiatry,

This article focuses on a central problem of foster care, which is that it is often not developmentally informed.

Karen Smith Rotabi ,

Virginia Commonwealth University Professors, Karen Smith Rotabi and Rosemary Farmer, examine impact of neglect on brain development in their recent podcast, Orphaned and Vulnerable Children and Brain Development. Through the persepective of the intersection of neuroscience and social welfare practice, Farmer and Rotabi examine how poverty of experience and such potential adverse situations as institutionalization disrupt brain development in babies and young children.

University of Botswana and UNICEF ,

Collection of research and reflections on children’s issues in Botswana articles in the various chapters of the publication have been structured to follow the life cycle of the child as she or he grows and is faced with different issues that need to be addressed: young child survival; child development; child protection; HIV and AIDS; and child-sensitive social protection.

Marissa O'Neill, Christina Risley-Curtiss, Cecilia Ayón, Lela Rankin Williams - Children and Youth Services Review,

This study used the National Survey of Child and Adolescent Well-being (NSCAW, long term foster care general sample) data set to examine foster child and caregiver characteristics, and the caregiver–child relationship as a predictor of placement stability.

Rachel Tainsh & Jonathan Watkins - HealthProm,

This report is the result 4 of a two-year EU funded project “An Early Years Support Centre (EYSC) service in Dushanbe: Reducing poverty, empowering vulnerable families, strengthening partnerships and advocating for rights”. It outlines the model of support that was developed through the EYSC project in Dushanbe, the capital of Tajikistan. 

Inter-Agency Task Force on ECD and AIDS,

The Essential Package (EP) is a comprehensive set of tools and guides for policy makers, program managers and service providers to address the unique needs and competencies of young children, particularly those affected or infected by HIV/AIDS, in an integrated and holistic way. The work that has been conducted to date encourages service providers to consider the holistic needs of children according to their ages and stage of development as well as cultural context and resources available within their community.

McCall, van IJzendoorn, Juffer, Vorria, Groark, & Groza - Leiden Conference,

This article briefly summarizes the literature on elements of research, practice, and policy pertaining to the development and care of children raised in institutions. It covers such children’s development while they reside in institutions and after their transition to adoptive or foster families.