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– Ref: Benzies K, NLSCY, Unpublished Analysis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