After almost 60 years of research, how children come to understand death and what factors contribute to this development continue to generate interest. This paper critically reviews published research since the early 1980s, with a specific focus on the development of components of the death concept in children. Studies are reviewed with respect to the effects of age, cognitive development, type of object inquired about, culture and SES, experience with death, and emotional factors on the development of children's understanding of death. While these studies indicate that by 10 years of age most children have mastered the components of irreversibility, universality, non-functionality, personal mortality, and causality, acquisition of individual components appears to be differentially affected by several factors. Cognitive development, verbal ability, and cultural and religious experiences appear to influence the acquisition of abstract components such as universality. Direct experience appears to affect the acquisition of physically-based components, such as non-functionality and irreversibility. In addition, the components appear to have different developmental trajectories. Emotional factors appear to play a significant role in how children respond to questions about death and might be highly influential in the development of their understanding of death. Directions for future research are presented with attention to theoretical issues and the ongoing methodological problems in the study of children's conceptions of death.

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