In discovering the three ‘Cradles of Child Development’, which are family and family structures, culture, including family processes, and community, which can include viewing children in a diverse society (McDevitt, Ormrod, Cupit, Chandler, Aloa, 2013, pp.62-63), I have realised the importance of teachers having as much information about a child or adolescent’s family background as possible. When a teacher is aware of a student’s family structure, such as, are both parents in the home, siblings, are the parents going through a divorce, does a parent work away from the home (for example, FIFO workers) – this information can have a bearing on a student’s behaviour as well as their development in terms of if they are, for example, aggressive
