A decade ago (2017) the first (and only book to date) was published on
child career development. In reflecting on the growing focus of this earliest
stage of lifespan career development, the book posed the question of how
much our understanding of children's career development has been
advanced. In particular, there was concern that, while this foundational
stage would provide a more holistic understanding of lifespan career
development, the theory, assessment, research and practice of child career
development has remained largely 'siloed' in the literature. This siloed
literature impacts the development of interventions in this important stage of
lifespan career development. There have been resultant calls for greater
consolidation, innovation and extension in this critical career developmental
stage, and for a more adaptive focus that reflects the constantly changing
environments in which children develop today. In the second half of the last
decade a special issue of the British Journal of Guidance and Counselling
reported on the continuing growth of literature in this field but also
identified persistent concerns limiting our understanding of this
foundational career development life stage. These include a limited focus on
disciplinary perspectives, on systemic factors (e.g., socioeconomic status),
on disadvantaged and special needs children, and a limited evidence base of
child career development learning interventions. The special issue
concluded that career development learning remains largely circumscribed
in this critical lifespan career development foundation stage, and that theory,
research and practice remain fragmented and limited. The present paper
considers the contributions of four international experts in relation to
identified challenges over the last decade in the field of child career
development. The presentations are also considered in relation to two of the
conference's Sustainable Development Goals, i.e. Quality Education and
Reduced Inequalities.