What We Know About Child Development: An Albertan Benchmark Survey Shivani Rikhy, MPH Suzanne Tough, PhD Alberta Centre for Child, Family, & Community Research Many Faces of Childhood Edmonton, AB November 30, 2007

Acknowledgements Research team: Barry TruteKaren Benzies David JohnstonHeather Davey Augusto LegaspiCalgary Children’s Initiative Success by Six Population Research Laboratory, University of Alberta Janet 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–Ref: Gardner J Child Psych and Psych 2006; Loeber Studies on Crime and Crime Prevention1998; –Ref: Benzies K, NLSCY, Unpublished Analysis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 ( ) –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 So Far –506 surveys completed –Average length = 26.5 minutes –Collection complete in early 2008

Respondent Demographics Age Gender

Respondent Demographics

Experience with Children

Knowledge of Physical Milestones

Knowledge of Cognitive Milestones

Knowledge of Social Milestones

Knowledge of Emotional Milestones

Developmental Milestones

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

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. urban o 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