ORCID Profile
0000-0001-7538-4844
Current Organisations
University of Adelaide Discipline of Public Health
,
University of Adelaide
,
Fraser Mustard Centre
,
University of South Australia
,
University of Western Australia
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Community Planning | Public Policy | Public Health and Health Services | Specialist Studies in Education | Policy and Administration | Epidemiology | Primary Education (excl. Māori) | Education Assessment and Evaluation | Community Child Health | Mental Health | Education Policy | Developmental Psychology and Ageing
ANZSRC Socio-Economic Objective (SEO)
Child Health | Moral and Social Development (incl. Affect) | School/Institution Community and Environment | Aboriginal and Torres Strait Islander Health - Determinants of Health | Behaviour and Health | Mental Health | Public Services Policy Advice and Analysis | Social Class and Inequalities |
Related Links
Publications
Inequalities in child healthy development: Some challenges for effective implementation
Publisher: Elsevier BV
Date: 10-2010
Validity of the Middle Years Development Instrument for Population Monitoring of Student Wellbeing in Australian School Children
Publisher: Springer Science and Business Media LLC
Date: 21-05-2018
Paediatrics and Child Health Division The Royal Australasian College of Physicians Paediatric Abstracts presented at the Annual Scientific Meeting, May 2005
Publisher: Wiley
Date: 08-2005
Cohort Profile: The New South Wales Child Development Study (NSW-CDS)-Wave 2 (child age 13 years).
Publisher: Oxford University Press (OUP)
Date: 16-07-2018
DOI: 10.1093/IJE/DYY115
Identifying Off-Diagonal Communities Using the Australian Early Development Census Results
Publisher: Springer Science and Business Media LLC
Date: 22-04-2016
Inequalities in child development at school entry: A repeated cross-sectional analysis of the Australian Early Development Census 2009-2018
Publisher: Elsevier BV
Date: 11-2020
Clustering of Wellbeing, Engagement and Academic Outcomes in Australian Primary Schools
Publisher: Springer Science and Business Media LLC
Date: 08-11-2022
Validity and Reliability of the Early Development Instrument in Indonesia
Publisher: Springer Science and Business Media LLC
Date: 06-02-2016
The Prevalence and Subpopulation Distribution of Australian Children with Additional Health and Developmental Needs at School Entry
Publisher: Wiley
Date: 05-2011
The Process and Policy Challenges of Adapting and Implementing the Early Development Instrument in Australia
Publisher: Informa UK Limited
Date: 08-12-2009
The role of social and health statistics in measuring harm from alcohol
Publisher: Elsevier BV
Date: 09-2000
DOI: 10.1016/S0899-3289(00)00046-8
Abstract: Since excess use of alcohol contributes to so many varieties of health and social harms, in most countries, there are many potential sources of data indicative of alcohol-related harms. In few instances, compilation and interpretation of these data are straightforward, but, mostly, they are open to various sources of measurement error, which need to be taken into account if they are to be applied for research purposes. Police and health statistics are the major source of such information, but the underlying systems are not usually set up with the purpose of monitoring alcohol-related events. In both of these domains, types of events can be identified, which are wholly attributable to excess alcohol use, i.e. drunk-driving, alcoholic liver cirrhosis. Specific alcohol-related events are particularly prone to variations in, respectively, police enforcement practices, medical diagnostic fashion and sensitivity to prejudices about alcohol-related problems. A case will be made in this paper for the use of multiple surrogate measures of alcohol-related harm drawn from several sources in order to measure and track local, regional and national trends. For health statistics on mortality and morbidity, the aetiologic fraction (AF) method will be recommended for such monitoring purposes. It will also be recommended that these data be categorised by the degree to which cases are attributable to alcohol and also by whether the underlying hazardous drinking pattern is a brief drinking bout or a sustained pattern of heavy intake over a number of years. Nighttime occurrences of road crashes, public violence from both police and emergency room attendance data will also be recommended. It will be argued that routine recording of alcohol relatedness of events is usually unreliable, and the above surrogate measures are preferable. Recommendations will also be made for utilising national surveys of drinking behaviour to improve the calculation of alcohol-related morbidity and mortality, as well as refine estimates of per capita alcohol consumption, another major 'surrogate' measure of alcohol-related harm. The arguments will be illustrated with reference to Australia's National Alcohol Indicators Project and related research projects.
The education word gap emerges by 18 months: findings from an Australian prospective study
Publisher: Springer Science and Business Media LLC
Date: 21-05-2021
DOI: 10.1186/S12887-021-02712-1
Abstract: The idea of the ‘30 million word gap’ suggests families from more socioeconomically advantaged backgrounds engage in more verbal interactions with their child than disadvantaged families. Initial findings from the Language in Little Ones (LiLO) study up to 12 months showed no word gap between maternal education groups. Families with either high or low maternal education were purposively recruited into a five-year prospective study. We report results from the first three waves of LiLO when children were 6, 12 and 18 months old. Day-long audio recordings, obtained using the Language Environment Analysis software, provided counts of adult words spoken to the child, child vocalizations and conversational turns. By the time children were 18 months old all three measures of talk were 0.5 to 0.7 SD higher among families with more education, but with large variation within education groups. Changes in talk from 6 to 18 months highlighted that families from low educated backgrounds were decreasing the amount they spoke to their children (− 4219.54, 95% CI -6054.13, − 2384.95), compared to families from high educated backgrounds who remained relatively stable across this age period (− 369.13, 95% CI − 2344.57, 1606.30). The socioeconomic word gap emerges between 12 and 18 months of age. Interventions to enhance maternal communication, child vocalisations and vocabulary development should begin prior to 18 months.
Relationship between the neighbourhood built environment and early child development
Publisher: Elsevier BV
Date: 11-2017
DOI: 10.1016/J.HEALTHPLACE.2017.08.010
Abstract: The relationship between features of the neighbourhood built environment and early child development was investigated using area-level data from the Australian Early Development Census. Overall 9.0% of children were developmentally vulnerable on the Physical Health and Well-being domain, 8.1% on the Social Competence domain and 8.1% on the Emotional Maturity domain. After adjustment for socio-demographic factors, Local Communities with the highest quintile of home yard space had significantly lower odds of developmental vulnerability on the Emotional Maturity domain. Residing in a Local Community with fewer main roads was associated with a decrease in the proportion of children developmentally vulnerable on the Social Competence domain. Overall, sociodemographic factors were more important than aspects of the neighbourhood physical environment for explaining variation between Local Communities in the developmental vulnerability of children.
How many words are Australian children hearing in the first year of life?
Publisher: Springer Science and Business Media LLC
Date: 03-02-2020
DOI: 10.1186/S12887-020-1946-0
Abstract: There is evidence that parents from more socioeconomically disadvantaged backgrounds engage in fewer verbal interactions with their child than more advantaged parents. This leads to the so-called, ‘30 million-word gap’. This study aims to investigate the number of words children hear and the number of vocalizations children produce in their first year of life and examines whether these aspects of the early language home environment differ by maternal education. Mothers were recruited into a five-year prospective cohort study and categorized into either high or low maternal education groups. Data was derived from the first two waves of the study, when the children were six and twelve months old. At both waves, children were involved in day-long audio recordings using the Language Environment Analysis software that provided automatic counts of adult words spoken to the child, child vocalizations and conversational turns. Descriptive results are presented by maternal education groups. There was large variation within each maternal education group, with the number of adult words spoken to the child ranging from 2958 to 39,583 at six months and 4389 to 45,849 at twelve months. There were no meaningful differences between adult words, child vocalizations or conversational turns across maternal education groups at either wave of data collection. These results show that a word gap related to maternal education is not apparent up to twelve months of age. The large variability among both maternal education groups suggests that universal interventions that encourage all parents to talk more to their child may be more appropriate than interventions targeted towards disadvantaged families during the first year of life.
Kids in Communities Study (KiCS) study protocol: a cross-sectional mixed-methods approach to measuring community-level factors influencing early child development in Australia
Publisher: BMJ
Date: 03-2017
Associations of Early- and Later-Childhood Poverty With Child Cognitive Function in Indonesia: Effect Decomposition in the Presence of Exposure-Induced Mediator-Outcome Confounding
Publisher: Oxford University Press (OUP)
Date: 20-04-2017
DOI: 10.1093/AJE/KWW195
Abstract: The amount of family financial resources available in early life influences child health and development. Using data from the 2000 and 2007 waves of the Indonesian Family Life Survey, we estimated the associations of early-life poverty (at age <7 years) and poverty in later childhood (at age 7-14 years) with cognitive function at age 7-14 years. Our analysis provided little support for the idea that an early intervention to support household income has a larger effect than intervention later in childhood both seemed equally important. We also decomposed the effect of poverty at age <7 years into direct and indirect effects mediated through poverty and schooling/home environment at age 7-14 years. For decomposing the effects, we used 3 approaches: 1) joint mediators, 2) path-specific, and 3) intervention analog. Being exposed to poverty before age 7 years had a larger direct effect (difference in cognitive function z score) on child cognitive function at age 7-14 years (i.e., joint mediators β = -0.07, 95% confidence interval: -0.12, -0.02) than the indirect effects mediated through later poverty at age 7-14 years (β = -0.01, 95% confidence interval: -0.04, 0.01) and school attendance/home environment at age 7-14 years. The effect of poverty on cognitive function was small nevertheless, financial intervention may still benefit children's cognitive function.
Prevalence of electronic device use before bed among Australian children and adolescents: a cross-sectional population level study
Publisher: Elsevier BV
Date: 06-2022
Abstract: To understand the prevalence of children and adolescents' electronic device use (EDU) in the hour before bed and identify sociodemographic groups that are at increased risk of problematic use. A contemporary population wide s le of South Australian school students aged 8-18 years (n = 70,936) was utilised to present descriptive statistics of EDU before bed across sociodemographic groups. Data was collected from the 2019 Wellbeing and Engagement Collection, an annual self-report census of students' health, wellbeing and school engagement. 90% of children used an electronic device in the hour before bed at least one night a week, with 51% using a device every night. Older adolescent females in grades 10-12 were most frequent users and children from the most socioeconomically disadvantaged communities were also more likely to use electronic devices in the hour before bed. EDU before bed is highly prevalent among Australian children and adolescents and given the negative health and educational impacts, it requires immediate and widespread action from policy makers to ensure the health of Australia's next generation. The scale of the problem has now been identified next steps rely on a public health approach to address this issue. This might include awareness raising c aigns and targeted interventions towards at-risk groups.
Changes in Socioeconomic Inequality in Indonesian Children's Cognitive Function from 2000 to 2007: A Decomposition Analysis
Publisher: Public Library of Science (PLoS)
Date: 30-10-2013
Evaluating early childhood education and care programs
Publisher: Elsevier
Date: 2010
Data Resource Profile: The Australian Early Development Index (AEDI)
Publisher: Oxford University Press (OUP)
Date: 24-04-2014
DOI: 10.1093/IJE/DYU085
Prevalence of breakfast skipping among children and adolescents: a cross-sectional population level study
Publisher: Springer Science and Business Media LLC
Date: 23-04-2022
DOI: 10.1186/S12887-022-03284-4
Abstract: Interventions to promote breakfast consumption are a popular strategy to address early life inequalities. It is important to understand the epidemiology of children and adolescents who skip breakfast so that interventions and policy can be appropriately considered. This study investigated the prevalence of breakfast skipping among a contemporary, population-wide s le of children and adolescents in Australia. Participants were grade 4–12 students ( n = 71,390, 8–18 years) in South Australian government (public) schools who took part in the 2019 Wellbeing and Engagement Collection. The prevalence of breakfast skipping (never, sometimes, often, or always) was calculated for the overall s le and stratified by gender, school grade, socioeconomic status and geographical remoteness. Multinomial logistic regression analyses were conducted to determine the relative risk ratio of sometimes, often, and always skippers compared with never skippers, according to demographic characteristics. Overall, 55.0% of students reported never skipping breakfast, 17.4% reported sometimes skipping, 18.0% reported often skipping, and 9.5% reported always skipping breakfast. Skipping breakfast was more prevalent among females, students in senior grades, and those living in socioeconomically disadvantaged and regional and remote areas. Analyses disaggregated by gender revealed that grade level gradients in breakfast skipping were more marked among females compared to males. Breakfast skipping among children and adolescents appears considerably more prevalent than previous research suggests. Drivers of breakfast skipping across population sub-groups need to be explored to better inform strategies to promote breakfast consumption.
Building Better Communities for Children: Community Implementation and Evaluation of the Australian Early Development Index
Publisher: Informa UK Limited
Date: 11-10-2007
Hospital admission for infection during early childhood influences developmental vulnerabilities at age 5 years
Publisher: Wiley
Date: 20-07-2016
DOI: 10.1111/JPC.13239
Abstract: Childhood infectious diseases can be associated with later physical and psychological ill health, and the effects of this association may be evident during early childhood development. This study aimed to examine the effects of hospitalisation for early life infection on early childhood development. Hospital admission data for infection were obtained from the New South Wales Ministry of Health Admitted Patient Data Collection for 87 026 children, for whom the Australian Early Development Census (AEDC) was completed in their first year of formal schooling (age approximately 5 years). The AEDC provides estimates of each child's level of functioning on five domains of development spanning social and emotional skills, communication skills, numeracy and literacy and physical health. Multinomial logistic regressions were used to determine the relationship between exposure to hospital admissions for infectious disease prior to age 4 years and vulnerability on the AEDC. Models were adjusted for the effects of potential confounding factors related to the perinatal period, exposure to maltreatment and family characteristics. Single and multiple hospitalisation(s) for infections were consistently associated with increased likelihood of being developmentally vulnerable on all AEDC domains, with odds ratios ranging from 1.02 to 1.28, after adjustment for confounding factors. This study demonstrates a pervasive effect of early life infections that require hospital admission on multiple aspects of early child development, even after adjustment for potential confounding factors. Relatively, severe infection during early childhood constitutes a risk factor for developmental vulnerability by the time of entry to school.
Investment in child and adolescent health and development: key messages from Disease Control Priorities, 3rd Edition
Publisher: Elsevier BV
Date: 02-2018
Measuring early childhood development with The Early Human Capability Index (eHCI): a reliability and validity study in China
Publisher: Springer Science and Business Media LLC
Date: 30-06-2020
DOI: 10.1186/S12887-020-02210-W
Abstract: With the importance of early childhood development more recognized by the international society, low-cost and cross-culturally comparable measures of early childhood development is in great demand, both in China and worldwide. In this study, we aim to test the psychometrics of the Chinese version of The Early Human Capability Index (eHCI), which is designed as a measurement for school readiness in large population. We evaluated the internal consistency, test-retest reliability, inter-rater reliability, factor structure, criterion-related validity, and discriminant validity of the eHCI in 20,324 preschool children in Shanghai. We also compared eHCI scores with test result of ASQ in 815 children in Yexian and EAP-ECDS in 6947 children in Daming. The ICC between parents and teachers were 0.83 and 0.63 for Literacy Numeracy and Overall Development. The confirmatory factor analyses showed good model fit (χ2 = 509,323, p 0.001 CFI = 0.901 RMSEA = 0.038). The correlations between the scores of eHCI and other ECD metrics ranged between r = − 0.42 and r = 0.53. The scale discriminated between children’s developmental level based on sex, parental education, family income, family assets, and nutrition status. Results from Chinese population suggested that eHCI is valid and reliable for measuring early childhood development in children aged 3–6 years. The eHCI can be applied to map the global distribution of early childhood development for allocating scarce resources to help those in greatest demand. Longitudinal studies are warranted to test its predictive validity for later outcomes.
The role of preschool quality in promoting child development: evidence from rural Indonesia
Publisher: Informa UK Limited
Date: 11-06-2017
The social impacts of mining on local communities in Australia
Publisher: Informa UK Limited
Date: 02-01-2018
Early development of emerging and English-proficient bilingual children at school entry in an Australian population cohort
Publisher: SAGE Publications
Date: 07-11-2013
Abstract: Children who enter school with limited proficiency in the language of instruction face a range of challenges in negotiating this new context, yet limited data have been available to describe the early developmental outcomes of this subpopulation in the Australian context. The Australian Early Development Index (AEDI) is a teacher-rated checklist that measures five important domains of child development: physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication skills and general knowledge. In 2009, the AEDI was completed for 97.5% of Australian children in their first year of schooling ( N = 261,147 M = 5 years, 7 months of age), providing a unique opportunity to explore the cross-sectional associations between language background, proficiency in English, and early developmental outcomes at the population-level. Logistic regression analyses revealed that, compared to their peers from English-speaking backgrounds, bilingual children who were not yet proficient in English had substantially higher odds of being in the “vulnerable” range (bottom 10th percentile) on the AEDI domains ( OR = 2.88, p .001, to OR = 7.49, p .001), whereas English-proficient bilingual children had equal or slightly lower odds ( OR = .84, p .001, to OR = .97, ns). Future research with longitudinal data is now needed to establish causal pathways and explore long term outcomes.
Associations between School Readiness and Student Wellbeing: A Six-Year Follow Up Study
Publisher: Springer Science and Business Media LLC
Date: 06-08-2020
DOI: 10.1007/S12187-020-09760-6
Abstract: It is well established that children’s school readiness is associated with their later academic achievement, but less is known about whether school readiness is also associated with other measures of school success, such as students’ social and emotional wellbeing. While some previous research has shown a link between early social and emotional development and student wellbeing, results are mixed and the strength of these relationships vary depending on whether data is based on child, teachers or parents ratings and which specific student wellbeing outcomes are measured. The present study explored the association between teacher-rated school readiness (M age = 5.6 years) across five developmental domains (physical, social, emotional, language and cognitive, and communication and general knowledge) and four aspects of student wellbeing (life satisfaction, optimism, sadness and worries) in Grade 6 (M age = 11.9 years) in a s le of 3906 Australian children. After adjustment for background child and family-level factors, children’s early physical, social and emotional development were associated with all four wellbeing outcomes in Grade 6, but early language and cognitive skills and communication and general knowledge skills were only associated with internalising behaviours (sadness and worries). Mechanisms through which these different aspects of development might influence later wellbeing are discussed, as well as ways that schools and governments can support students’ social and emotional wellbeing.
Sustainable Development Goals summit 2023 and the global pledge on disability-focused early childhood development
Publisher: Elsevier BV
Date: 06-2023
Creating community indicators for early childhood development: challenges and innovations from the kids in communities study
Publisher: Informa UK Limited
Date: 29-04-2019
Effect on child cognitive function of increasing household expenditure in Indonesia: application of a marginal structural model and simulation of a cash transfer programme
Publisher: Oxford University Press (OUP)
Date: 12-01-2015
DOI: 10.1093/IJE/DYU264
Abstract: Parental investments in children are an important determinant of human capability formation. We investigated the causal effect of household expenditure on Indonesian children's cognitive function between 2000 and 2007. We also investigated the effect of change in mean cognitive function from a simulation of a hypothetical cash transfer intervention. A longitudinal analysis using data from the Indonesian Family Life Survey (IFLS) was conducted including 6136 children aged 7 to 14 years in 2000 and still alive in 2007. We used the inverse probability of treatment weighting of a marginal structural model to estimate the causal effect of household expenditure on children's cognitive function. Cumulative household expenditure was positively associated with cognitive function z-score. From the marginal structural model, a 74534 rupiah/month (about US$9) increase in household expenditure resulted in a 0.03 increase in cognitive function z-score [β=0.32, 95% confidence interval (CI) 0.30-0.35] Based on our simulations, among children in the poorest households in 2000 an additional ≈ US$6-10 of cash transfer resulted in a 0.01 unit increase in cognitive function z-score, equivalent to about 6% increase from the mean z-score prior to cash transfer. In contrast, children in the poorest household in 2007 did not benefit from an additional ≈ US$10 cash transfer. We found no overall effect of cash transfers at the total population level. Greater household expenditure had a small causal effect on children's cognitive function. Although cash transfer interventions had a positive effect for poor children, this effect was quite small. Multi-faceted interventions that combine nutrition, cash transfer, improved living conditions and women's education are required to benefit children's cognitive development in Indonesia.
Investigating the Validity of the Australian Early Development Census
Publisher: Springer Science and Business Media LLC
Date: 05-03-2023
DOI: 10.1007/S10578-023-01502-3
Abstract: This article continues evaluation of the construct validity of the Australian Early Development Census (AEDC) through comparison with linked data from a s le of 2216 4–5 year old children collected as part of the Longitudinal Study of Australian Children (LSAC). This builds on the construct validity assessment of Brinkman et al . (Early Educ Dev 18(3):427–451, 2007) based on a smaller s le of linked Australian Early Development Instrument (AvEDI) and LSAC children, in which moderate to large correlations were apparent between teacher-rated AvEDI domains and subconstructs and LSAC measures, with lower levels apparent for parent reported LSAC measures. In the current study, the data showed moderate to low correlations between the domains and subdomains from the AEDC and teacher reported LSAC data. Differences in testing times, data sources (e.g. teachers versus carers) and levels of exposure to formal schooling at the time of testing are all discussed to account for the observed outcomes.
Gender differences in time allocation contribute to differences in developmental outcomes in children and adolescents
Publisher: Elsevier BV
Date: 08-2022
Early Childhood Development in Tonga: Baseline Results from the Tongan Early Human Capability Index
Publisher: World Bank, Washington, DC
Date: 05-12-2016
New South Wales child development study (NSW-CDS): An Australian multiagency, multigenerational, longitudinal record linkage study
Publisher: BMJ
Date: 02-2016
Reply to Li, D'Angiulli and Kendall: The Early Development Index and children from culturally and linguistically diverse backgrounds
Publisher: Informa UK Limited
Date: 03-2009
The Impact of Expanding Access to Early Childhood Education Services in Rural Indonesia
Publisher: University of Chicago Press
Date: 07-2017
DOI: 10.1086/691278
Measuring early child development in low and middle income countries: Investigating the validity of the early Human Capability Index
Publisher: Elsevier BV
Date: 08-2020
A whole-of-population study of term and post-term gestational age at birth and children's development
Publisher: Wiley
Date: 06-03-2015
Abstract: To examine the risk of poor child development according to week of gestation at birth, among children born ≥ 37 weeks' gestation. Population-based study using linked data (n = 12,601). South Australia. All births ≥ 37 weeks' gestation. Relative risks of developmental vulnerability for each week of gestation were calculated with adjustment for confounders and addressing missing information. Child development was documented by teachers during a national census of children attending their first year of school in 2009, using the Australian Early Development Index (AEDI). Children scoring in the lowest 10% of the AEDI were categorised as developmentally vulnerable. The percentage of children vulnerable on one or more AEDI domains for the following gestational ages 37, 38, 39, 40, 41, 42-45 weeks was 24.8, 22.3, 20.6, 20.0, 20.4 and 24.2, respectively. Compared with children born at 40 weeks, the adjusted relative risks [(95% confidence interval (CI)] for vulnerability on ≥ 1 AEDI domain were 37 weeks 1.13 (0.99-1.28), 38 weeks 1.05 (0.96-1.15), 39 weeks 1.02 (0.94-1.12), 41 weeks 1.00 (0.90-1.11) and 42-45 weeks 1.20 (0.84-1.72). Children born at 40-41 weeks' gestation may have the lowest risk of developmental vulnerability at school entry, reinforcing the importance of term birth in perinatal care. Early term or post-term gestational age at birth can help clinicians, teachers and parents recognise children with potential developmental vulnerabilities at school entry.
P1-151 Establishing the construct and predictive validity of the Australian Early Development Index (AEDI)
Publisher: Elsevier BV
Date: 09-2007
Birth outcomes and academic achievement in childhood: A population record linkage study
Publisher: SAGE Publications
Date: 04-2014
Abstract: Poor academic performance during childhood predicts later adverse outcomes, and could be targeted for improvement if detected early. This study used population-based record linkage to examine the association between early life risk factors and academic achievement at two different stages of development using two different cohorts: a kindergarten (~age 5 years) and a grade 3 cohort (~age 8 years). Similar factors were predictive of academic performance in both age groups, including positive effects of increasing maternal age and lack of maternal prenatal smoking. Female sex was associated with higher scores for literacy. The results suggest that children with less developed academic skills can be identified earlier, with effective programmes to enhance academic skills needed during the first year of school to enhance subsequent results.
Evaluating a community-based early childhood education and development program in Indonesia: study protocol for a pragmatic cluster randomized controlled trial with supplementary matched control group
Publisher: Springer Science and Business Media LLC
Date: 16-08-2013
Abstract: This paper presents the study protocol for a pragmatic cluster randomized controlled trial (RCT) with a supplementary matched control group. The aim of the trial is to evaluate a community-based early education and development program launched by the Government of Indonesia. The program was developed in collaboration with the World Bank with a total budget of US$127.7 million, and targets an estimated 738,000 children aged 0 to 6 years living in approximately 6,000 poor communities. The aim of the program is to increase access to early childhood services with the secondary aim of improving school readiness. The study is being conducted across nine districts. The baseline survey contained 310 villages, of which 100 were originally allocated to the intervention arm, 20 originally allocated to a 9-month delay staggered start, 100 originally allocated to an 18-month delay staggered start and 90 allocated to a matched control group (no intervention). The study consists of two cohorts, one comprising children aged 12 to 23 months and the other comprising children aged 48 to 59 months at baseline. The data collection instruments include child observations and task/game-based assessments as well as a questionnaire suite, village head questionnaire, service level questionnaires, household questionnaire, and child caretaker questionnaire. The baseline survey was conducted from March to April 2009, midline was conducted from April to August 2010 and endline conducted early 2013. The resultant participation rates at both the district and village levels were 90%. At the child level, the participation rate was 99.92%. The retention rate at the child level at midline was 99.67%. This protocol paper provides a detailed record of the trial design including a discussion regarding difficulties faced with compliance to the randomization, compliance to the dispersion schedule of community block grants, and procurement delays for baseline and midline data collections. Considering the execution of the program and the resultant threats to the study, we discuss our analytical plan and intentions for endline data collection. Current Controlled Trials ISRCTN76061874
Anaemia of pregnancy, perinatal outcomes and children's developmental vulnerability: a whole-of-population study
Publisher: Wiley
Date: 09-2014
DOI: 10.1111/PPE.12149
Abstract: There is limited longitudinal data from high-income countries on the sequelae of anaemia during pregnancy. The aim of this study is to examine whether anaemia of pregnancy is associated with adverse perinatal outcomes and with children's developmental vulnerability. We conducted a population-based study to link routinely collected government administrative data that involved all live births in the state of South Australia 1999-2005 (n = 124 061) and a subset for whom developmental data were collected during a national census of children attending their first year of school in 2009 (n = 13 654). Perinatal outcomes were recorded by midwives using a validated, standardised form. Development was recorded by schoolteachers using the Australian Early Development Index (AEDI). Children in the lowest 10% of AEDI scores are indicative of developmental vulnerability. There were 8764/124 061 (7.1%) cases of anaemia. After adjustment for a range of potentially confounding factors, anaemia of pregnancy was associated with a higher risk of fetal distress [incident rate ratio (IRR) 1.20 [95% CI 1.13, 1.27]] and preterm birth <37 weeks gestation (IRR 1.23 [1.15, 1.31]), slightly higher birthweight [14 g (2, 26)] and newborns were less likely to require resuscitation (IRR 0.94 [0.91, 0.097]). Anaemia of pregnancy was not associated with children's developmental vulnerability after adjustment for maternal, obstetric and sociodemographic covariables, either in complete case analyses (n = 11 949) or after imputation for missing data (n = 13 654). Anaemia of pregnancy is associated with perinatal complications but not with children's developmental vulnerability at school entry.
Prediction and prevention of chemical-related injury: towards an effective risk assessment protocol
Publisher: Elsevier BV
Date: 06-1998
Socioemotional Development and its Correlates among 5-year-old Children in Peru and Brazil
Publisher: Journal of Latino/Latin American Studies
Date: 04-2014
Validity and Psychometric Properties of the Early Development Instrument in Canada, Australia, United States, and Jamaica
Publisher: Springer Science and Business Media LLC
Date: 27-04-2011
The Nutritional Quality of Kids' Menus from Cafes and Restaurants: An Australian Cross-Sectional Study
Publisher: MDPI AG
Date: 30-06-2022
DOI: 10.3390/NU14132741
Abstract: Australian families increasingly rely on eating foods from outside the home, which increases intake of energy-dense nutrient-poor foods. ‘Kids’ Menus’ are designed to appeal to families and typically lack healthy options. However, the nutritional quality of Kids’ Menus from cafes and full-service restaurants (as opposed to fast-food outlets) has not been investigated in Australia. The aim of this study was to evaluate the nutritional quality of Kids’ Menus in restaurants and cafés in metropolitan Perth, Western Australia. All 787 cafes and restaurants located within the East Metropolitan Health Service area were contacted and 33% had a separate Kids’ Menu. The validated Kids’ Menu Healthy Score (KIMEHS) was used to assess the nutritional quality of the Kids’ Menus. Almost all Kids’ Menus (99%) were rated ‘unhealthy’ using KIMEHS. The mean KIMEHS score for all restaurants and cafés was −8.5 (range −14.5 to +3.5) which was lower (i.e., more unhealthy) than the mean KIMEHS score for the top 10 most frequented chain fast-food outlets (mean −3.5, range −6.5 to +3). The findings highlight the need for additional supports to make improvements in the nutritional quality of Kids’ Menus. Local Government Public Health Plans provide an opportunity for policy interventions, using locally relevant tools to guide decision making.
Early Development Instrument
Publisher: Springer Netherlands
Date: 2014
Global leadership is needed to optimize early childhood development for children with disabilities
Publisher: Springer Science and Business Media LLC
Date: 13-04-2023
Objectively measured infant and toddler screen time: Findings from a prospective study
Publisher: Elsevier BV
Date: 06-2023
Trends in well-being among youth in Australia, 2017-2022
Publisher: American Medical Association (AMA)
Date: 22-08-2023
DOI: 10.1001/JAMANETWORKOPEN.2023.30098
Abstract: Little is known about temporal trends in children’s well-being and how the COVID-19 pandemic may have influenced the well-being of young Australians. Certain demographic groups may be more vulnerable to experiencing declines in well-being. To examine well-being trends over 6 consecutive years among South Australian students and explore the influence of sociodemographic characteristics. Longitudinal analyses of annual (2017 to 2022) cross-sectional data of students in grades 4 through 9 (n = 40 392 to 56 897 per year) attending South Australian government schools from the Well-being and Engagement Collection (WEC) census. Calendar year (2017-2022) and sociodemographic characteristics (sex, school grade, parental education, language spoken at home, residential region) from school enrollment records. Students self-reported life satisfaction, optimism, happiness, cognitive engagement, emotional regulation, perseverance, worry, and sadness. Over 6 years (2017 to 2022), a total of 119 033 students (mean [SD] age, 12.1 y 51.4% male) participated in this study. Most well-being measures declined over time, with consistent worsening of well-being from 2020 onward. For ex le, compared with 2017, sadness was 0.26 (95% CI, 0.25-0.27) points higher in 2020 (standardized mean difference [SMD], 0.27) and remained elevated by more than 0.26 points (SMD, 0.27) in 2021 and 2022. At almost every time point, greatest well-being was reported by students of male sex (except cognitive engagement and perseverance), in earlier school grades, with highest parental education, speaking a language other than English at home, and residing in outer regional and remote settings (for satisfaction, optimism, and emotional regulation). Sociodemographic differences in well-being were generally consistent over time however, sex differences widened from 2020 for all indicators except cognitive engagement and perseverance. For ex le, between 2017 and 2022, sadness increased by 0.27 (95% CI, 0.25-0.29) more points among females than males (SMD, 0.28). In this longitudinal analysis of annual census data, there were downward trends in students’ well-being, especially since 2020. The largest sociodemographic disparities were observed for students of female sex, those in later school grades, and those with lowest parental education. Urgent and equitable support for the well-being of all young people, particularly those facing disparity, is imperative.
Investing in school readiness: A comparison of different early childhood education pathways in rural Indonesia
Publisher: Elsevier BV
Date: 09-2019
The built environment and early childhood development: qualitative evidence from disadvantaged Australian communities
Publisher: Informa UK Limited
Date: 07-04-2022
Jurisdictional, socioeconomic and gender inequalities in child health and development: analysis of a national census of 5-year-olds in Australia
Publisher: BMJ
Date: 2012
Investigation of the Cross-National Equivalence of a Measurement of Early Child Development
Publisher: Springer Science and Business Media LLC
Date: 28-05-2015
Investigating the Validity of the Australian Early Development Index
Publisher: Informa UK Limited
Date: 11-10-2007
Overcoming challenges in measuring early childhood development across cultures
Publisher: Elsevier BV
Date: 05-2020
Study protocol for the evaluation of an Infant Simulator based program delivered in schools: a pragmatic cluster randomised controlled trial
Publisher: Springer Science and Business Media LLC
Date: 21-10-2010
Basic epidemiology of wellbeing among children and adolescents
Publisher: Elsevier BV
Date: 09-2021
Digital Health Literacy and Health-Related Well-Being Amid the COVID-19 Pandemic: The Role of Socioeconomic Status Among University Students in Hong Kong and Macao
Publisher: SAGE Publications
Date: 10-05-2021
Measuring early childhood development in multiple contexts: the internal factor structure and reliability of the early Human Capability Index in seven low and middle income countries
Publisher: Springer Science and Business Media LLC
Date: 12-2019
DOI: 10.1186/S12887-019-1852-5
Abstract: The fourth year of the Sustainable Development Agenda era calls for countries to continue to invest not only in interventions and policies that will promote global equity and sustainability, but also in the monitoring systems required to track progress against these targets. A more pragmatic solution to measuring children’s early development in low and middle income countries in particular, is required. This study explores the psychometric properties of the early Human Capability Index (eHCI), a population measure of holistic development for children aged 3–5 years, designed with the vision of being flexible and feasible for use in low resource and capacity settings. Utilizing data from seven low and middle income countries: Brazil ( n = 1810), China ( n = 11,421), Kiribati ( n = 8339), Lao People’s Democratic Republic ( n = 7493), Samoa ( n = 12,191), Tonga ( n = 6214), and Tuvalu ( n = 549), analyses explored the internal factor structure and reliability of scores produced by the tool within each country. Confirmatory factor analyses and internal consistency coefficients demonstrated that after local adaptation, translation, and different implementation methods across countries, the eHCI maintained the same factor structure of nine theoretically-based developmental domains: Physical Health, Verbal Communication, Cultural Knowledge, Social and Emotional Skills, Perseverance, Approaches to Learning, Numeracy, Reading, and Writing. Findings support the aims of the eHCI in being adaptable and applicable for use within a range of low and middle income countries to facilitate measurement and monitoring of children’s early development, as is required for the tracking of progress towards the Sustainable Development Agenda.
Latent profiles of early developmental vulnerabilities in a New South Wales child population at age 5 years.
Publisher: SAGE Publications
Date: 06-11-2017
Abstract: Detecting the early emergence of childhood risk for adult mental disorders may lead to interventions for reducing subsequent burden of these disorders. We set out to determine classes of children who may be at risk for later mental disorder on the basis of early patterns of development in a population cohort, and associated exposures gleaned from linked administrative records obtained within the New South Wales Child Development Study. Intergenerational records from government departments of health, education, justice and child protection were linked with the Australian Early Development Census for a state population cohort of 67,353 children approximately 5 years of age. We used binary data from 16 subdomains of the Australian Early Development Census to determine classes of children with shared patterns of Australian Early Development Census–defined vulnerability using latent class analysis. Covariates, which included demographic features (sex, socioeconomic status) and exposure to child maltreatment, parental mental illness, parental criminal offending and perinatal adversities (i.e. birth complications, smoking during pregnancy, low birth weight), were examined hierarchically within latent class analysis models. Four classes were identified, reflecting putative risk states for mental disorders: (1) disrespectful and aggressive/hyperactive behaviour, labelled ‘misconduct risk’ ( N = 4368 6.5%) (2) ‘pervasive risk’ ( N = 2668 4.0%) (3) ‘mild generalised risk’ ( N = 7822 11.6%) and (4) ‘no risk’ ( N = 52,495 77.9%). The odds of membership in putative risk groups (relative to the no risk group) were greater among children from backgrounds of child maltreatment, parental history of mental illness, parental history of criminal offending, socioeconomic disadvantage and perinatal adversities, with distinguishable patterns of association for some covariates. Patterns of early childhood developmental vulnerabilities may provide useful indicators for particular mental disorder outcomes in later life, although their predictive utility in this respect remains to be established in longitudinal follow-up of the cohort.
Data Resource Profile
Publisher: Oxford University Press (OUP)
Date: 05-06-2022
DOI: 10.1093/IJE/DYAB103
International research utilizing the Early Development Instrument (EDI) as a measure of early child development: Introduction to the Special Issue
Publisher: Elsevier BV
Date: 2016
Gender gaps in cognitive and social-emotional skills in early primary grades: Evidence from rural Indonesia
Publisher: Wiley
Date: 08-01-2020
DOI: 10.1111/DESC.12931
Abstract: This paper examines the magnitude and source of gender gaps in cognitive and social-emotional skills in early primary grades in rural Indonesia. Relative to boys, girls score more than 0.17 SD higher in tests of language and mathematics (cognitive skills) and between 0.18 and 0.27 SD higher in measures of social competence and emotional maturity (social-emotional skills). We use Oaxaca-Blinder decomposition to investigate the extent to which gender differences in early schooling and parenting practices explain these gender gaps in skills. For cognitive skills, differences in early schooling between boys and girls explain between 9% and 11% of the gender gap whereas differences in parenting practices explain merely 3%-5% of the gender gap. This decomposition result is driven largely by children living in villages with high-quality preschools. In contrast, for social-emotional skills, differences in parenting styles toward boys and girls explain between 13% and 17% of the gender gap, while differences in early schooling explain only 0%-6% of the gender gap.
Development and validation of a multifactor mindfulness scale in youth: The Comprehensive Inventory of Mindfulness Experiences–Adolescents (CHIME-A).
Publisher: American Psychological Association (APA)
Date: 03-2017
DOI: 10.1037/PAS0000342
Abstract: Mindfulness-based interventions show consistent benefits in adults for a range of pathologies, but exploration of these approaches in youth is an emergent field, with limited measures of mindfulness for this population. This study aimed to investigate whether multifactor scales of mindfulness can be used in adolescents. A series of studies are presented assessing the performance of a recently developed adult measure, the Comprehensive Inventory of Mindfulness Experiences (CHIME) in 4 early adolescent s les. Study 1 was an investigation of how well the full adult measure (37 items) was understood by youth (N = 292). Study 2 piloted a revision of items in child friendly language with a small group (N = 48). The refined questionnaire for adolescents (CHIME-A) was then tested in Study 3 in a larger s le (N = 461) and subjected to exploratory factor analysis and a range of external validity measures. Study 4 was a confirmatory factor analysis in a new s le (N = 498) with additional external validity measures. Study 5 tested temporal stability (N = 120). Results supported an 8-factor 25-item measure of mindfulness in adolescents, with excellent model fit indices and sound internal consistency for the 8 subscales. Although the CFA supported an overarching factor, internal reliability of a combined total score was poor. The development of a multifactor measure represents a first step toward testing developmental models of mindfulness in young people. This in turn will aid construction of evidence based interventions that are not simply downward derivations of adult mindfulness programs. (PsycINFO Database Record
Associations Between the Early Development Instrument at Age 5, and Reading and Numeracy Skills at Ages 8, 10 and 12: a Prospective Linked Data Study
Publisher: Springer Science and Business Media LLC
Date: 14-04-2013
The 2015 Middle Childhood Survey (MCS) of mental health and well-being at age 11 years in an Australian population cohort.
Publisher: BMJ
Date: 06-2017
Exploring Associations Between Playgroup Attendance and Early Childhood Development at School Entry in Australia: A Cross-Sectional Population-Level Study
Publisher: American Educational Research Association (AERA)
Date: 12-06-2019
Abstract: Despite widespread utilization, research exploring associations between playgroup and child development is scarce. We analyzed a national data set measuring the holistic development of children aged 4 to 6 years who commenced school in Australia in 2015 (n = 104,767), the Australian Early Development Census, to explore developmental differences between children who did and did not attend playgroup before school. Children who attended playgroup had better development at school entry relative to those who had not attended playgroup, after adjustment for a range of confounding factors. These differences were observed across all five developmental domains and were universal to children from a range of backgrounds. Results support the need for future research to explore the causal effects of playgroup on children’s development.
Comparison of the effectiveness of trauma services provided by secondary and tertiary hospitals in Malaysia
Publisher: Elsevier BV
Date: 2007
DOI: 10.1016/J.ANNEMERGMED.2006.08.019
Abstract: The trauma services provided by 6 hospitals operating at 2 levels of care (4 secondary or district general hospitals and 2 tertiary care hospitals) in Malaysia are compared in terms of mortality and disability for direct admissions to emergency departments to test the hypothesis that care at a tertiary care hospital is better than at a district general hospital. All cases were recruited prospectively for 1 year. The hospitals were purposefully selected as typical for Malaysia. There are 3 primary outcome measures: death, musculoskeletal impairment, and disability at discharge. Adjustment was made for potential covariates and within-hospital clustering by using multivariable random-effects logistic regression analysis. For direct admissions, logistic-regression-identified odds of dying were associated with older age (>55 years), odds ratio (OR) 1.9 (95% confidence interval [CI] 1.3 to 2.8) head injury, OR 2.7 (95% CI 1.9 to 3.9) arrival by means other than ambulance, OR 0.6 (95% CI 0.4 to 0.8) severe injuries (Injury Severity Score >15) at a district general hospital, OR 45.2 (95% CI 27.0 to 75.7) severe injuries at a tertiary care hospital, OR 11.2 (95% CI 7.3 to 17.3) and admission to a tertiary care hospital compared to a district general hospital if severely injured (Injury Severity Score >15), OR 0.2 (95% CI 0.1 to 0.4). Admission to a tertiary care hospital was associated with increased odds of disability (OR 1.9 95% CI 1.5 to 2.3) and musculoskeletal impairment (OR 3.5 95% CI 2.7 to 4.4) at discharge. Care at a tertiary care hospital was associated with reduced mortality (by 83% in severe injuries), but with a higher likelihood of disability and impairment, which has implications for improving access to trauma services for the severely injured in Malaysia and other low- and middle-income settings.
Population monitoring of language and cognitive development in Australia: The Australian Early Development Index
Publisher: Informa UK Limited
Date: 2009
The role of preschool in promoting children’s healthy development: Evidence from an Australian population cohort
Publisher: Elsevier BV
Date: 2016
Local Housing Characteristics Associated with Early Childhood Development Outcomes in Australian Disadvantaged Communities
Publisher: MDPI AG
Date: 16-05-2019
Abstract: Disadvantaged communities tend to have poorer early childhood development outcomes. Access to safe, secure, and stable housing is a well-known social determinant of health but there is a need to examine key features of neighbourhood housing that reduce early childhood development inequities. The 2012 Australian Early Development Census (AEDC), a population-wide measure of early childhood development, and the Australian Bureau of Statistics Socio-economic Index for Areas Index of Relative Socio-economic Disadvantage were used to select fourteen disadvantaged local communities in five Australian states and territories based on those performing better (off-diagonal), or as expected (on-diagonal) on the AEDC relative to their socio-economic profile. Between 2015–2017, qualitative and quantitative housing data were collected in the local communities. In total, 87 interviews with stakeholders, 30 focus groups with local service providers and parents, and Australian Census dwelling information were analysed. A comparative case study approach was used to examine differences in housing characteristics (e.g., public housing, density, affordability, and tenure) between disadvantaged local communities performing ‘better than expected’ and ‘as expected’ on early childhood development. Perceived better housing affordability, objectively measured housing tenure (ownership) and perceived and objectively measured lower-density public housing were housing characteristics that emerged as points of difference for disadvantaged local communities where children had relatively better early childhood development outcomes. These characteristics are potential modifiable and policy sensitive housing levers for reducing early childhood development inequities.
The influence of the neighborhood physical environment on early child health and development: A review and call for research
Publisher: Elsevier BV
Date: 05-2015
DOI: 10.1016/J.HEALTHPLACE.2015.01.005
Abstract: This review examines evidence of the association between the neighborhood built environment, green spaces and outdoor home area, and early (0-7 years) child health and development. There was evidence that the presence of child relevant neighborhood destinations and services were positively associated with early child development domains of physical health and wellbeing and social competence. Parents׳ perceptions of neighborhood safety were positively associated with children׳s social-emotional development and general health. Population representative studies using objective measures of the built environment and valid measures of early child development are warranted to understand the impact of the built environment on early child health and development.
Public Health Aspects of Child Well-Being
Publisher: Springer Netherlands
Date: 2014
Neighbourhood Effects Influencing Early Childhood Development: Conceptual Model and Trial Measurement Methodologies from the Kids in Communities Study
Publisher: Springer Science and Business Media LLC
Date: 20-02-2014
The Early Childhood Development Outcomes of Australian Children: Results of the Australian Early Development Index
Publisher: Wiley
Date: 03-2010
Chapter 1: Early Childhood Research and Indonesia’s Young Children
Publisher: The World Bank
Date: 11-06-2013
Early developmental risk for subsequent childhood mental disorders in an Australian population cohort.
Publisher: SAGE Publications
Date: 02-12-2018
Abstract: We examined associations between developmental vulnerability profiles determined at the age of 5 years and subsequent childhood mental illness between ages 6 and 13 years in an Australian population cohort. Intergenerational records from New South Wales (NSW) Government Departments of Health and Child Protection spanning pre-birth to 13 years of age were linked with the 2009 Australian Early Development Census records for 86,668 children. Mental illness indices for children were extracted from health records between 2009 and 2016 (child’s age of 6–13 years). Associations between mental disorder diagnoses and membership of early childhood risk groups, including those with established ‘special needs’ (3777, 4.3%) at school entry, or putative risk classes delineated via latent class analysis of Australian Early Development Census subdomains – referred to as ‘pervasive risk’ ( N = 3479 4.0%), ‘misconduct risk’ ( N = 5773 6.7%) or ‘mild generalised risk’ ( N = 9542 11%) – were estimated using multinomial logistic regression, relative to children showing ‘no risk’ ( N = 64,097 74%). Poisson regression models estimated the relative risk of a greater number of days recorded with mental health service contacts among children in each Australian Early Development Census risk group. Adjusted models included child’s sex, socioeconomic disadvantage, child protection contacts and parental mental illness as covariates. The crude odds of any mental disorder among children aged 6–13 years was increased approximately threefold in children showing pervasive risk or misconduct risk profiles at the age of 5 years, and approximately sevenfold in children with special needs, relative to children showing no risk patterns of association largely remained after adjusting for covariates. Children with special needs and the misconduct risk class used mental health services over a greater number of days than the no risk class. Patterns of early childhood developmental vulnerability are associated with subsequent onset of mental disorders and have the potential to inform interventions to mitigate the risk for mental disorders in later childhood and adolescence.
Child Indicators in Public Health
Publisher: Springer Netherlands
Date: 2014
Effects of maltreatment and parental schizophrenia spectrum disorders on early childhood social-emotional functioning: A population record linkage study
Publisher: Cambridge University Press (CUP)
Date: 04-08-2017
DOI: 10.1017/S204579601600055X
Abstract: Childhood maltreatment and a family history of a schizophrenia spectrum disorder (SSD) are each associated with social-emotional dysfunction in childhood. Both are also strong risk factors for adult SSDs, and social-emotional dysfunction in childhood may be an antecedent of these disorders. We used data from a large Australian population cohort to determine the independent and moderating effects of maltreatment and parental SSDs on early childhood social-emotional functioning. The New South Wales Child Development Study combines intergenerational multi-agency data using record linkage methods. Multiple measures of social-emotional functioning (social competency, prosocial/helping behaviour, anxious/fearful behaviour aggressive behaviour, and hyperactivity/inattention) on 69 116 kindergarten children (age ~5 years) were linked with government records of child maltreatment and parental presentations to health services for SSD. Multivariable analyses investigated the association between maltreatment and social-emotional functioning, adjusting for demographic variables and parental SSD history, in the population s le and in sub-cohorts exposed and not exposed to parental SSD history. We also examined the association of parental SSD history and social-emotional functioning, adjusting for demographic variables and maltreatment. Medium-sized associations were identified between maltreatment and poor social competency, aggressive behaviour and hyperactivity/inattention small associations were revealed between maltreatment and poor prosocial/helping and anxious/fearful behaviours. These associations did not differ greatly when adjusted for parental SSD, and were greater in magnitude among children with no history of parental SSD. Small associations between parental SSD and poor social-emotional functioning remained after adjusting for demographic variables and maltreatment. Childhood maltreatment and history of parental SSD are associated independently with poor early childhood social-emotional functioning, with the impact of exposure to maltreatment on social-emotional functioning in early childhood of greater magnitude than that observed for parental SSDs. The impact of maltreatment was reduced in the context of parental SSDs. The influence of parental SSDs on later outcomes of maltreated children may become more apparent during adolescence and young adulthood when overt symptoms of SSD are likely to emerge. Early intervention to strengthen childhood social-emotional functioning might mitigate the impact of maltreatment, and potentially also avert future psychopathology.
Internet-of-Things-Enabled Smart Bed Rail for Application in Hospital Beds
Publisher: MDPI AG
Date: 25-07-2022
DOI: 10.3390/S22155526
Abstract: This article presents an atypical offline based LoRaWAN application for use in hospital settings, where the ability to maintain network connectivity during internet connection disruption is paramount. A prototype bed rail is demonstrated, providing advanced functionality compared to traditional bed rails. The manufactured prototype provides data to a nurses station reliably and operates under battery backup. The power consumption of the system under different transmission intervals was tested, allowing appropriate battery sizing for different applications to be specified accurately. It is expected that a single LoRaWAN gateway will be able to cover bed rails across an entire modern hospital, allowing minimal infrastructure cost to implement the device or application in a rapidly deployed field hospital.
The Status of Early Childhood Health and Development in Kiribati
Publisher: World Bank, Washington, DC
Date: 2017
DOI: 10.1596/32253
Reading and numeracy attainment of children reported to child protection services: A population record linkage study controlling for other adversities
Publisher: Elsevier BV
Date: 03-2020
How well can poor child development be predicted from early life characteristics? A whole-of-population data linkage study
Publisher: Elsevier BV
Date: 2016
Inequalities in screen time during the early years: findings from a prospective cohort study
Publisher: BMJ Publishing Group Ltd
Date: 09-2021
Findings from the Kids in Communities Study (KiCS): A mixed methods study examining community-level influences on early childhood development
Publisher: Public Library of Science (PLoS)
Date: 09-2021
DOI: 10.1371/JOURNAL.PONE.0256431
Abstract: There is increasing international interest in place-based approaches to improve early childhood development (ECD) outcomes. The available data and evidence are limited and precludes well informed policy and practice change. Developing the evidence-base for community-level effects on ECD is one way to facilitate more informed and targeted community action. This paper presents overall final findings from the Kids in Communities Study (KiCS), an Australian mixed methods investigation into community-level effects on ECD in five domains of influence–physical, social, governance, service, and sociodemographic. Twenty five local communities (suburbs) across Australia were selected based on ‘diagonality type’ i.e. whether they performed better (off-diagonal positive), worse (off-diagonal negative), or ‘as expected’ (on-diagonal) on the Australian Early Development Census (AEDC) relative to their socioeconomic profile. The approach was designed to determine replicable and modifiable factors that were separate to socioeconomic status. Between 2015–2017, stakeholder interviews (n = 146), parent and service provider focus groups (n = 51), and existing socio-economic and early childhood education and care administrative data were collected. Qualitative and quantitative data analyses were undertaken to understand differences between 14 paired disadvantaged local communities (i.e. on versus off-diagonal). Further analysis of qualitative data elicited important factors for all 25 local communities. From this, we developed a draft set of ‘Foundational Community Factors’ (FCFs) these are the factors that lay the foundations of a good community for young children.
Efficacy of infant simulator programmes to prevent teenage pregnancy: a school-based cluster randomised controlled trial in Western Australia
Publisher: Elsevier BV
Date: 11-2016
Childhood Maltreatment and Early Developmental Vulnerabilities at Age 5 Years
Publisher: Wiley
Date: 14-08-2018
DOI: 10.1111/CDEV.12928
Abstract: This study examined associations between maltreatment and early developmental vulnerabilities in a population s le of 68,459 children (M
EARLY CHILD DEVELOPMENT AT 2-5 YEARS PREDICTS COGNITIVE OUTCOMES AT 6-9 YEARS IN LAO PDR: A CASE FOR POPULATION MONITORING USING THE EARLY HUMAN CAPABILITY INDEX IN LOW AND MIDDLE INCOME COUNTRIES
Publisher: BMJ Publishing Group Ltd
Date: 09-2021
Related Organisations
University Of Adelaide Discipline Of Public Health
Location: Australia
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