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What We Know About Child Development:
An Albertan Benchmark Survey
Shivani Rikhy, MPHSuzanne Tough, PhD
Alberta Centre for Child, Family, & Community ResearchMany Faces of Childhood
Edmonton, ABNovember 30, 2007
Acknowledgements
• Research team:Barry Trute Karen Benzies
David Johnston Heather Davey
Augusto Legaspi Calgary Children’s Initiative
Success by Six
• Population Research Laboratory, University of AlbertaJanet Ngo
Donna Fong
Dave Odynak
• Alberta Centre for Child, Family, & Community Research
What we know
• Environments where children are exposed to inconsistent and harsh practices can increase the risk of conduct problems
• Lack of a warm positive relationship, inadequate supervision increase risk of behavioural and social problem
• These children are at risk of school exclusion, delinquency, mental illness, partner violence, poor literacy
– Ref: Gardner J Child Psych and Psych 2006; Loeber Studies on Crime and Crime Prevention1998;
– Ref: Benzies K, NLSCY, Unpublished Analysis
Albertans have been leaders
• Albert Bandura• December 4, 1925, Mundare Alberta• Trying to explain adolescent aggression• “Reciprocal determinism”
– The world and a persons behaviour
cause each other
• “Social Learning Theory”– Observational learning– Modeling
What Can We Do?
• Better understand the knowledge, attitudes and behaviours within our community
• Better understand barriers to success• Better understand our interventions
The Survey:What We Know About Child Development
• Background• Methods• Results
– Participant Demographics– Knowledge of Child Development– Support & Information Systems
– Parenting Programs– Developmental Specialists
• Conclusions• Current and Future Strategies
Background
• Why Knowledge?– What communities know about how children grow and
learn may inform strategies to optimize development and behaviour
• Why consider all adults?– Resiliency research suggests that all of us can have
an impact– Children do better when there is a shared
responsibility : Canada vs. Norway
Today’s Objective
Based on interim findings:
• To describe the level of knowledge about child development in Alberta.
• To characterize the sources of information most used by Albertans.
Methods
• Provincial survey of adults (2007-2008)– Adapted from a National U.S. instrument– Input from content experts – Administered over the telephone
• Sample Size and Data Collection– Approximately 1,400 Albertans (by 01/2008)– Recruitment: Random-Digit Dialing
• Inclusion Criteria– Over 18 years of age– Alberta Resident– Interacted with a child (<13yrs) in the past 6 months
Data Collection
• Data collection began in late Sept. 2007
• So Far– 506 surveys completed– Average length = 26.5 minutes– Collection complete in early 2008
Respondent Demographics
Under 201% 20-29
15%
30-3926%
40-4924%
50-5916%
Over 60 18% Male
27%
Female73%
Age Gender
Respondent Demographics
0
5
10
15
20
25
30
35
< $19,999 < $39,999 < $59,999 < $79,999 < $99,999 > $100,000
Income Categories
Sam
ple
Res
po
nse
s (%
)
Respondent Demographics
4% 1%4%1%
83%
6% 1%
Aboriginal/Metis
African/Black
Asian
Hispanic/Latino
White/Anglo
Other
Middle Eastern
Experience with Children
0
10
20
30
40
50
60
Parent Grandparent Other Relative Job/Work Volunteer Other
Experience with Children
Sam
ple
Res
po
nse
s (%
)
Knowledge ofPhysical Milestones
46.68
0
10
20
30
40
50
60
DressThemselves
Crawl Walk Reach forObjects
Average
Co
rrec
t R
esp
on
ses
(%)
Knowledge ofCognitive Milestones
32.4
0
5
10
15
20
25
30
35
40
45
Follow Instructions Begin Counting Average
Co
rrec
t R
esp
on
ses
(%)
Knowledge ofSocial Milestones
17.98
0
5
10
15
20
25
30
35
PretendPlay
PlayAlongside
Others
Share Toys Play Alone(1hr)
Have BestFriends
ShowEmpathy
Average
Co
rrec
t R
esp
on
ses
(%)
Knowledge ofEmotional Milestones
13.94
0
5
10
15
20
25
ExertIndependence
ReadEmotions
DifferentialCrying
Bond withParent
UnderstandFairness
Average
Co
rre
ct
Re
sp
on
se
s (
%)
Developmental Milestones
13.9
17.98
32.4
46.7
0
5
10
15
20
25
30
35
40
45
50
Emotional Social Cognitive Physical
Developmental Categories
Me
an
Co
rre
ct R
esp
on
ses
(%)
Influencing Factors
Over 60% correctly identified factors that affect
cognitive development
– Parental Interaction – In-Person Interaction – Parents Emotional Closeness– First Year of Development
Information Support System
0
10
20
30
40
50
60
70
80
90
100
Doctors
/Ped
iatric
ians
Books
Phone
-Adv
ice S
ervice
s
Inte
rnet W
ebsit
es
Parenti
ng Mag
azin
es
Childca
re P
rovid
ers
Resource
Cen
tres
Parenti
ng Clas
ses
Rep
orte
d U
se (
%)
Use of Developmental Specialists
• About 80% of parents had not consulted a developmental specialist.
• However, 11% of parents reported seeing 1 specialist.
• An additional 10.2% reported having seen 2 or more types of specialists.
Conclusions• Adults know most about physical milestones
• Adults have a good understanding of factors that improve cognitive development
• Doctors and books are primary sources of knowledge for parents
• Approximately 20% of parents consult developmental specialists for their children
Further Analysis
• How do knowledge and strategies vary by:
o rural vs. urbano parents vs. others o gender
• Information Support Systems
• Parenting Practices
• Parenting Morale
Potential Next Steps
• Collaborate with others interested in this area
• Address the identified gap between what we know and what we do
• Pilot test and evaluate promising strategies
Why do we care?
• Economic reasons: – Costs to health and social services, justice and
education are 10 times higher for children with behaviour problems
– Long term costs associated with poor mental health estimated at $7.331 Billion (1993 Can $)
– Long term consequences of low literacy include poor educational achievement, lower life expectancy
– Falling fertility rate– Competent high quality populations will be essential in
a global knowledge driven economy
Why do we care?
• UN Convention on “Rights of The Child” – Foundation Principles include:
• Survival• Non-discrimination• To develop to the fullest• To protect from harm, abuse and exploitation • To participate fully in family, cultural and social life
• We have agreed to act in the highest interest of our children
Why?
A world of safe and happy children
A world skilled and loving caregivers
A world of compassionate strangers