Wanting your child to have the best chance in life is natural for any parent. But by focusing too much on the ‘skill’ of parenting, are we losing sight of things that matter more – how we talk to and play with children? Cambridge researchers are examining how parents can best help their children in their early years through nurturing rather than shaping.
Up to one billion children worldwide are estimated to be victims of violence. Now, an intended study of 12,000 children in eight cities worldwide wants to discover what it really means to be a child of the city today – the adversities, the vulnerabilities, the resilience.
More than just an outstanding Ofsted rating sets the University of Cambridge Primary School apart: it places research at its heart, informing education practice and furthering research at Cambridge’s Faculty of Education and elsewhere.
New research conducted for the current independent inquiry suggests that – despite recent policy improvements – cultures of child abuse are liable to emerge while youth custody exists, and keeping children in secure institutions should be limited as far as possible.
Deeper understanding of the wiring and rewiring of the adolescent brain is helping scientists pinpoint why young people are especially vulnerable to mental health problems – and why some are resilient.
Women with polycystic ovary syndrome (PCOS) are more likely than other women to have an autistic child, according to an analysis of NHS data carried out by a team at Cambridge University’s Autism Research Centre. The research is published today in the journal Translational Psychiatry.
How 18th and 19th century London supported its unmarried mothers and illegitimate children – essentially establishing an earlier version of today’s Child Support Agency – is the subject of newly-published research by a Cambridge historian.
Mothers who ‘connect’ with their baby during pregnancy are more likely to interact in a more positive way with their infant after it is born, according to a study carried out at the University of Cambridge. Interaction is important for helping infants learn and develop.