ABSTRACT
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Whenever we work with infants and children, whether it is in a clinical setting or completing a life care plan, it is imperative that the age of the child and the accompanying developmental stage be considered. It is also crucial that the life care planner be aware of normal development stages and consider the effects of trauma on these stages in a developing child. This chapter discusses the various theories regarding cognition and psychosocial development in children. The goal is to provide a rational theoretical basis that will assist life care planners working with children and adolescents by enabling them to make inferences regarding cognitive and psychosocial development.
