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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Promising Practices: Promoting Early Childhood Development for OVC in Resource Constrained Settings (The 5x5 Model)

CARE, USAID, Hope for African Children Initiative, 2006

Overview of a CARE’s 5x5 Model, designed as an early childhood development intervention for orphans and vulnerable children (OVC) in order to provide long-term physical, socio-emotional, and cognitive benefits.

Violence Against Children in Care and Justice Institutions

United Nations Secretary General's Study on Violence Against Children , 2006

This is a chapter from the United Nations Secretary-General’s Study on Violence Against Children that specifically explores the factors contributing to violence against children in institutional care and justice institutions. This chapter includes sections on the sources of violence against children in institutional care, the impact of institutional care on children’s health and development, and the populations of children most likely to become institutionalized.

Children In Development

Canadian International Development Agency (CIDA), 2006

A list of bi-lateral and multilateral funding agencies for child protection. Includes names, email addresses, and particular area of focus.

Children and Disability in Transition CEE/CIS and Baltic States

UNICEF Innocenti Research Centre, 2005

Report presents and analyzes new research and data around children with disabilities in the region, the effects of institutional care, and the need for family support services.

Working with Children and Families Vol 2., Children's Activities

Louise Melville, British Council, Jordan, 2005

Guidance and examples of group activities which promote development and self-esteem, and the role of the worker in providing activities on a regular basis.

Early Childhood Development Kit: Guideline for Caregivers

UNICEF ECD Unit / ECD Emergency Task Force, Program Division, 2005

Guidelines for caregivers of children in emergency situations, with a focus on the role of play in childhood learning and development. Includes a comprehensive list of suggested activities.

First of All... The Social Part of Psycho-Social Support

Andy West, 2005

Emphasizes the social dimensions of psychosocial support interventions, including participatory groupwork and a focus on reducing stigma and discrimination. Argues that psychological interventions such as counseling should never be a first step.

Early Childhood Matters: Children Without Parental Care: Qualitative Alternatives

Teresa Moreno and Jan van Dongen (eds.), 2005

Collection of articles highlighting suggestions on how to improve existing mechanisms for providing adequate care. Major article on the current state of international thinking on children without parental care.

CSO Capacity Analysis: A Tool for Assessing Capacities for Quality OVC Response

CORE Initiative Uganda, 2005

This document provides a tool that was used to assess broad capacity areas for quality OVC response in Uganda.

Early Childhood Development Kit: Guidelines for Caregivers

UNICEF, 2005

Summary guidance on the use of therapeutic language and the role of play and art in helping children’s development, and in responding to children exposed to trauma.