Annotated Bibliography about Child Abuse

Running head: ANNOTATED BIBLIOGRAPHY
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Annotated Bibliography about Child Abuse
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ANNOTATED BIBLIOGRAPHY 2
Annotated Bibliography about Child Abuse
Merritt, D. H., & Klein, S. (2015). Do early care and education services improve language
development for maltreated children? Evidence from a national child welfare sample. Child
abuse & neglect, 39, 185-196.
Merrit and Klein (2015) talk about high vulnerability to developmental problems of
children under the age of 6 in the U.S. They emphasize on the need for quality care and
educational programs in the children’s early stages. They however warn that not all children who
face maltreatment benefit from the early care and education (ECE).They found out that the ECE
was beneficial in early language development of children as neglected children experience
difficulties in language development. Evidently, a child’s future chances of academic success can
be as a result of unaddressed language delays in their early childhood. Therefore, ECE is
beneficial to neglected and maltrutioned children with language and cognitive development. This
information helps understand much about how early education services can help solve problems
in children who have been maltreated and thus advice the public on the same.
Ivanoff, C. S., & Hottel, T. L. (2013). Comprehensive training in suspected child abuse and
neglect for dental students: a hybrid curriculum. Journal of dental education, 77(6), 695-
705.
Most dental schools in the US do not provide adequate training to students in regards to
child abuse and neglect. Ivanoff and Hotel (2013) wrote an article proposing an expansion of
dental curriculum. They proposed a problem- based model of learning that can stimulate
graduates to think critically and help in screening and reporting suspected neglect and child
abuse throughout their careers. The curriculum would also provide the proper protocol incase of

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any suspected neglect or child abuse. Recognition and intervention can help transform attitudes
towards taking action and also break the violence cycle. The relevance of this information is key
in addressing the loophole that dental schools create as they educate their students. They need to
ensure that the learners are taken through child abuse aspects as their children may fall victims of
the same issue.
Dinehart, L. H., Manfra, L., Katz, L. F., & Hartman, S. C. (2012). Associations between
center-based care accreditation status and the early educational outcomes of children in the
child welfare system. Children and Youth Services Review, 34(5), 1072-1080.
The authors of this article focused on children receiving childhood subsidies and those in
the welfare system. Their findings suggested that children who attend accredited centers produce
better outcome than those who did not attend. In addition, they also recognized the fact that
children in the welfare systems are less likely to attend ECE centers which are accrediated.As a
result, children in welfare tend to perform poorly than those not in child welfare. They found out
that children in accredited centers had better cognitive, language, comprehension and fine motor
skills. The content from the paper is key as it shades more light on how to come up with the right
curriculum that takes care of all aspects related to childcare. This will help professionals become
competent on matters of childcare welfare.
Owen, P. M., & Gillentine, J. (2011). Please touch the children: appropriate touch in the
primary classroom. Early Child Development and Care, 181(6), 857-868.
Owen and Gillentine (2011) proposed a shift from theory to acceptance practice. They
undertook a survey that indicated teacher’s understanding of the benefits of touching. Touch can
have a physical benefit in the sense that it relieves physical pain, boosts immune system and also
enhances sleep. secondly, touch can be emotionally beneficial as it soothes emotions and lessens