Child Protection for International Schools

Module 1 – Child Development

A word of warning

Learning about child abuse can be distressing and, for some, it may remind them of past experiences; for
example, as someone who experienced abuse or as an adult who failed to act when it was suspected that a
child was suffering abuse. If this applies to you, it may be helpful to talk to someone who is experienced in
providing support; for example, in the UK:

• Samaritans www.samaritans.org or telephone 116 123

• The National Association for People Abused in Childhood www.napac.org.uk
or telephone 0808 801 0331
• The Survivors Trust www.thesurvivorstrust.org

Please find out about the support agencies available in your own country

This sign will appear throughout the course to highlight areas which some people may find distressing.

The purpose of the course is to:

• raise your awareness of abuse and neglect

• help you to recognise early signs that might indicate a problem
• show you how to take appropriate action if you know or suspect that a child or
young person needs help
• establish knowledge and procedures in the specific country you are working in.

The statutory guidance that contains information on what schools and colleges must do to keep children safe
is called ‘Keeping Children Safe in Education’. All staff should read and fully understand at least Part One of
the guidance and those that work directly with children should also read and understand Annex A. This
course covers the content of both, but it is recommended that you read all of the guidance. This guidance
can also be used for British schools abroad. However, the legislation would not be statutory in countries
outside the UK. The guidance is recommended by organisations such as COBIS, as the principles work for
children across the whole world.

Because you have regular or daily contact with the children and young people for whom you have a
responsibility you are well placed to notice their physical presentation, emotions and behaviours and when
they may need help and support. Remember that in term time, school staff are with children more than
anyone else and can be a child’s first line of defence.

There are many different types of school, but their responsibilities in relation to safeguarding and child
protection are exactly the same.

The information in this course was current in April 2017.

Whilst EduCare Learning Ltd. have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in
all aspects, EduCare Learning Ltd. exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and EduCare Learning Ltd. make no
warranty or representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by EduCare Learning Ltd.
Safeguarding or child protection?

The words ‘safeguarding’ and ‘child protection’ are often used interchangeably but they have different
meanings so it is important to note the difference.

The term safeguarding is what we do for all children and it is linked to ‘promoting welfare’. The statutory
definition of safeguarding and promoting welfare is:

• protecting children from maltreatment

• preventing impairment of children’s health or development
• ensuring children grow up in circumstances consistent with the provision of safe and effective care
• taking action to enable all children to achieve the best outcomes.

Child protection refers to the procedures we use to protect children at risk of significant harm or who have
been harmed. Child protection therefore forms a small part of safeguarding and promoting welfare, but
effective child protection processes are an essential part of the wider work to safeguard and promote
welfare; they also reduce the need for action to protect children from harm.

Module 1 – Child Development

In this module we will cover:

• what a child needs to develop

• the different stages of child development
• negative influences on a child‘s development.

It is important to be aware of the stages and typical progressions of development because abuse may slow
or adversely affect a child’s development and this should alert you to the possibility of abuse or neglect.

Please note

The terminology, legislation, guidance and practice relating to child protection vary between the different
nations of the UK. However, the principles are broadly the same. Not all countries have legislation in relation
to child protection. In other countries, where there is existing legislation, enactment of the procedures has
proved problematic and even distressing for the child. It is the duty of the ‘Designated’ senior person for
Child Protection to establish what is available for children in relation to safeguarding and child protection in
the specific country you are in. Please ask the Designated person for the specific information in relation to
available support services within your host country.

The course refers to ‘children and young people’ which includes babies, toddlers, infants, children and
teenagers from birth right up to the age of 18.

The information in this course was current in April 2017.

Whilst EduCare Learning Ltd. have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in
all aspects, EduCare Learning Ltd. exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and EduCare Learning Ltd. make no
warranty or representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by EduCare Learning Ltd.
Developmental needs

Whatever a child’s nationality, culture or level of ability, all children broadly share the same basic
developmental needs:

• emotional warmth from their parents or primary caregivers and support from the wider family
• sufficient food and clothing
• having their health needs met
• having an education that will provide mental stimulation.

Together, these different aspects help them as they develop through childhood and into adulthood.

The seven dimensions of a child’s needs

The Framework for the Assessment of Children in Need and their Families (given as a source of further
information in the guidance Working Together to Safeguard Children) identifies seven dimensions of child
development along which children should progress if they are to realise their potential and wellbeing.

The seven dimensions are:

1 . Health - This includes a child’s growth and development as well as their physical and mental wellbeing.
2 . Education - This covers all areas of a child’s intellectual development which begins from birth.
3 . Emotional and behavioural development - This is about a child’s emotional development and how this
is reflected in their behaviour as they grow. It takes into account the child’s temperament, and how well
they adapt to change and respond to stress.
4 . Identity - This relates to the child’s self-image and self-esteem and children having a positive sense of
their individuality.
5 . Family and social relationships - This area is about the child’s increasing ability to understand and
share the feelings of another.
6 . Social presentation - This concerns the child’s growing understanding of how their appearance,
behaviour and abilities contribute to the way they are perceived by the outside world and the impression
they create on others. This area becomes increasingly important as children grow older and enter
puberty.
7 . Self-care skills - These include the child’s developing emotional maturity and the communication skills
that will help them become independent. In the early years, they include the practical skills of washing,
dressing and feeding, whereas for teenagers, they cover areas such as personal safety, sexual health
and the ability to manage their own finances.

The information in this course was current in April 2017.

Whilst EduCare Learning Ltd. have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in
all aspects, EduCare Learning Ltd. exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and EduCare Learning Ltd. make no
warranty or representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by EduCare Learning Ltd.
Main stages of child development

Now we have looked at the seven dimensions, it is important that we cover child development.

Every child is an individual in their own right and children grow up in a variety of different circumstances; for
example, growing up with disabilities that affect communication, so there isn’t a set template, but we are able
to look at the main stages and broad developmental milestones.

From the moment a child is born through to adulthood, their development can be measured through physical,
emotional, social, intellectual and linguistic milestones.

All children and young people follow a similar pattern of development and the order in which they develop is
approximately the same. However, every child develops at a different rate and they may not progress evenly
across all the areas.

The order of development starts from the top down, beginning at the head and neck and gradually
progresses downwards to the feet.

The order of development also moves from the inner body to the outer body. Initially, children gain control of
the muscles close to the torso and head. They then slowly gain more control of the outer muscles; for
example, in the shoulders, upper arms and thighs, and finally the feet.

Children’s linguistic progress begins with crying and making single-syllable sounds through to simple words
and then complex sentences.

Children’s emotional responses initially involve their whole body and gradually become more specific and
focused as they get older. For example, a toddler having a tantrum will use their whole body to express
emotion whereas an older child may express emotion only on their face.

The information in this course was current in April 2017.

Whilst EduCare Learning Ltd. have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in
all aspects, EduCare Learning Ltd. exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and EduCare Learning Ltd. make no
warranty or representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by EduCare Learning Ltd.
Developmental milestones – early years (0-5)

Physical development

At one month old, a baby will be able to lift their head, turn it towards sound or movement, smile at a familiar
adult and want to put everything in their mouths. In the space of just a year they will sit without support, roll
over and begin to crawl or shuffle.

Between one and two years, they start to walk and feed themselves, crawl up stairs, and make their needs
known by pointing or making a noise. They can also make marks on paper with a pencil.

These physical skills continue to progress when, at the age of five, they can climb, catch a ball, hop on one
foot, dance and feed themselves using a knife and fork.

Language development

Language is so important in child development not only because of communication but also the role it plays
in the child’s interpretation and understanding of their world. What they understand is way ahead of what
they can do – they understand meanings before they can speak; they learn to read before they can write.

Research suggests that babies learn to recognise their mother’s voice and learn about language while still in
the womb. By six months a baby can make some single and double-syllable sounds.

At one year, they can understand simple requests and gestures, for example, clapping or waving goodbye.
Six months later at 18 months, they can use between six and 20 words and understand many more.

Between the ages of two and three, they can move from forming simple sentences to reciting several nursery
rhymes. They will also question everything.

At five they can tell long stories and speak intelligibly.

Social development

In terms of their social relationships and understanding, as a newborn, a baby progresses from recognising
their mother or primary caregiver’s voice to, at 12 months, vocalising their needs rather than crying.

When children are two, they can typically play alongside other children but not with them; they are reluctant
to share because they have developed a sense of ‘mine’ but not ‘yours’. In the space of a year, they play
happily with other children, engage in imaginary play and state their own name and gender.

In a further year, aged five, they can dress and undress themselves, brush their own teeth and take turns
when playing.

Emotional development

The early years are a time of forming first emotional attachments, and children who have positive, loving
early relationships with their parents or carers are said to have secure attachments. This is crucial because
it gives them resilience: the ability to bounce back when things are not going well.

Children who have had negative attachment experiences often find it difficult to form relationships with others
and they can experience difficulties such as low self-esteem, a lack of confidence and depression throughout
their lives.

The information in this course was current in April 2017.

Whilst EduCare Learning Ltd. have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in
all aspects, EduCare Learning Ltd. exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and EduCare Learning Ltd. make no
warranty or representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by EduCare Learning Ltd.
Developing positive emotional attachments can be difficult for children within some cultures where polygamy
is acceptable/the norm.

Developmental milestones – middle years (6-10)

Physical development

In the early years, the rate of physical growth is phenomenal, but at age six it slows down as children
develop more complex physical capabilities and coordination skills; for example, being able to tie their own
shoelaces.

At age 10, children develop more physical strength and they can participate in solo and team sports.

Language development

In terms of hearing and language skills, their speech is fluent and they are increasingly able to express
themselves verbally allowing the child to more accurately describe experiences, thoughts and feelings
although tears and tantrums can still feature.

Social development

The child understands the difference between right and wrong. It is a time of growing independence as the
child attends school and makes friends outside of the family. Socially, they begin to form ‘best friends’.

At age 10, friends become very important indeed. The child is able to order their thoughts and think logically.
Mood swings start to settle down.

Emotional development

Between the years of seven and eight, children begin to be able to join up their writing. They show empathy
for others and care about other people’s opinions.

In the middle years a child’s sense of identity is very important. Children who have experienced secure
attachments and good parenting tend to have positive self-esteem which helps them cope with criticism and
difficult situations. Children want to ‘fit in’ and they may struggle if they see themselves as being different to
others. This insecurity can also sometimes lead to issues such as bullying.

Developmental milestones – adolescence (11-18)

Physical development

At this stage, children are developing physically as they leave their younger childhood behind and enter
puberty, although this can happen at a wide range of ages.

Social development

Adolescence brings a much greater level of independence as the child’s focus moves beyond the home and
family to their friends and wider social circle.

Typically, young people feel under pressure to conform with their peer group and their developing sense of
identity becomes even more important. Unresolved psychological issues such as perceived differences or
experiences of bullying and/or racism can result in self-harm, eating disorders and substance misuse.

The information in this course was current in April 2017.

Whilst EduCare Learning Ltd. have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in
all aspects, EduCare Learning Ltd. exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and EduCare Learning Ltd. make no
warranty or representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by EduCare Learning Ltd.
Emotional development

In general, girls tend to be more verbally expressive about their feelings and therefore often receive more
support from family and friends. Boys, on the other hand, may hide their emotions and try to put a brave
face on anything they believe makes them feel or look vulnerable.

Conflict can occur where there is a history of poor family relationships or there are other parental difficulties
such as domestic abuse or substance misuse. Of course, conflict occurs in every family with one or more
teenagers from time to time, but it is usually resolved relatively quickly as boundaries and rules are
established and respected.

Developmental milestones

Below are some examples of developmental milestones for the correct ages:

Early years (0-5) Middle years (6-10) Adolescence (11-18)

will question everything ✓
will begin puberty ✓
will experience pressure from peer
group to conform ✓
will begin to form best friends
✓
can tie shoelaces
✓
will start to walk and feed self ✓

Negative influences on development

Many factors can influence a child’s development, including parents’ or caregivers’ own ability to meet their
child’s needs.

Examples of these influences include:

• Any experiences of physical, sexual or emotional abuse, which can have a long-lasting negative
impact.
• A neglectful environment – evidence shows a neglected baby may not be exposed to the stimulation
that normally activates important regions of the brain and strengthens cognitive pathways. The neural
connections can literally wither away, hampering the child’s functioning in later life. As a result, the
brain may become ‘wired’ to experience the world as hostile or uncaring and influence the child’s later
interactions, prompting them to become anxious and overly aggressive or emotionally withdrawn
(Lazenbatt 2010).
• Separation, loss or bereavement.
• Social exclusion, including experiences of bullying or racism, chronic poverty, social isolation and the
problems associated with living in disadvantaged areas (high crime rate, poor housing etc).
• Family stress caused by unemployment, financial difficulties, drug and/or alcohol misuse, mental ill
health.

The information in this course was current in April 2017.

Whilst EduCare Learning Ltd. have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in
all aspects, EduCare Learning Ltd. exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and EduCare Learning Ltd. make no
warranty or representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by EduCare Learning Ltd.
 • Domestic abuse between parents or caregivers (there are also links between violence to family pets
and the abuse of children).

A risk factor for children is also having parents with an intellectual learning disability, although it is important
not to generalise or make assumptions about their parenting capacities as it is not correlated with child
abuse or deliberate neglect. However, there is evidence that children may suffer neglect through omission
where parents are not adequately supported or where there was no early intervention. Such support is
particularly important when parents experience other stressors.

It has been shown that even if children are unfortunate enough to experience any of these adverse
influences on their development, they are more likely to be resilient in difficult conditions if they have had
secure early attachments and a stable upbringing.

In summary

In this module we have looked at child development and the factors that can influence it. This should help
you to assess situations and/or physical or behavioural signs that your instinct tells you are not right.

The information in this course was current in April 2017.

Whilst EduCare Learning Ltd. have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in
all aspects, EduCare Learning Ltd. exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and EduCare Learning Ltd. make no
warranty or representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by EduCare Learning Ltd.