Why there’s no such thing as normal in child development

By Samuel Forbes, Associate Professor in Psychology, Durham University
Prerna Aneja, Lecturer in Psychology, University of East Anglia

For parents, carers and teachers, it’s often tempting to base our thinking on a child’s development around what we understand as “normal”. Much of the time we do this without thinking, describing a child as “doing well” in one subject and “behind” in another.

Whenever we make this sort of comparison, we have some sort of mental benchmark or yardstick in our head: for example, a toddler should be able to climb on furniture by age two. Increasingly, child development researchers are arguing that the same…

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