ORCID Profile
0000-0002-9741-8010
Current Organisation
University of Queensland
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
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)
Education Systems | Early Childhood Education (excl. Māori) | Applied and developmental psychology | Communication Technology and Digital Media Studies | Community Child Health | Child and adolescent development | Community child health | Computer-Human Interaction | Developmental Psychology and Ageing
ANZSRC Socio-Economic Objective (SEO)
Learner Development | Child Health | Expanding Knowledge in Technology |
Related Links
Publications
Emotional quality of early education programs improves language learning: A within‐child across context design
Publisher: Wiley
Date: 14-06-2022
DOI: 10.1111/CDEV.13811
Abstract: Observational studies comparing child outcomes in early care and education classrooms of differing quality are often confounded by between‐child differences. A within‐child design, tracking children across contexts, can identify the effects of quality with less confounding. An analysis of Australian children ( N = 1128, mean age 5 years, 48% female, 2.9% Indigenous, ethnicity data unavailable) tracked across pre‐K, K, and year 1 (2010–2012) was conducted to assess how changes in observed quality (Classroom Assessment Scoring System) were associated with changes in cognitive development (Woodcock–Johnson III). Thresholds of quality were also investigated. Increases in Emotional Support were associated with improved language development ( β = 0.54, 95% CI [0.1–0.99], approximating 2.6 weeks development). Results highlight that emotional quality is an integral and potent component of early learning.
Mandatory Naptimes in Childcare do not Reduce Children’s Cortisol Levels
Publisher: Springer Science and Business Media LLC
Date: 14-03-2018
DOI: 10.1038/S41598-018-22555-8
Abstract: The majority of preschool children (aged 3–5 years) no longer habitually nap, yet in childcare settings daily mandated naptimes in which children lie down without alternative activity remains a common practice. Mandated naptimes are associated with observed reductions in emotional climate and increased incidence of distress. While intended to be restful, mandatory naptimes may induce stress in those children unable to sleep. To examine this possibility, we applied a 2 (mandated/flexible practice) × 2 (nap/no-nap) design to test group difference in stress responses of children ( N = 43, mean age 56.3 months). Salivary cortisol level was measured at 4 time-points (waking, pre-naptime, post-naptime, and bedtime) across two days at childcare. Overall our results show a significant decline in cortisol level from wake to pre-naptime and from post-naptime to bedtime. No significant change in cortisol level was observed from pre- to post- naptime. Significant group differences in cortisol patterns were observed. Notably, children under mandatory naptime conditions who did not nap showed no significant reduction in cortisol level from post-naptime to bedtime. While cortisol measurement suggests naptime is neither stressful nor restful for children in any group, implications for bedtime arousal are raised for those unable to sleep under conditions of mandated naptimes.
To separate or not to separate? Parental decision-making regarding the separation of twins in the early years of schooling
Publisher: SAGE Publications
Date: 09-04-2012
Abstract: In recent times concerns about possible adverse effects of early separation and advocacy for in idual rights have resulted in a movement away from organizational level policies about the separation of twin children as they enter school. Instead, in idualized approaches that focus on the twin children’s characteristics and family perspectives have been proposed. This study, conducted in Australia where all but a few families had choice about the class placement of their twin children, questioned parents ( N = 156) about their placement decisions. Results indicated that most parents opted for placement together in the early years of schooling. The choice to separate twins at school entry was associated with parent identification of risk in the twin relationship, while being kept together was associated with parent identification of absence of such risk. The findings are discussed in light of the current evidence against separation, and suggest that parent choices regarding the separation of twin children in the early years are informative to educational policy and practice.
Mealtimes in the context of poverty: Comparison of ECEC services providing food and those requiring food provided from home
Publisher: Wiley
Date: 02-03-2023
DOI: 10.1111/CCH.13109
Abstract: In developed economies, most children attend Early Childhood Education and Care (ECEC) services before school entry, many from early life and across long days. For this reason, ECEC services present significant potential to provide food environments that positively influence eating behaviours and food preferences with attendant effect on life course trajectories of health and wellbeing. Yet there is evidence that feeding practices that limit optimal ongoing nutrition, such as pressure and restriction, are lified in ECEC services serving disadvantaged communities. We sought to identify underlying explanatory mechanisms through observation of children's feeding experiences and educator explanations comparing, family‐provided and service‐provided meals. This study used qualitative analyses of educator interviews and observation records from 55 mealtimes in 10 ECEC services: 5 providing food and 5 requiring family food provision. High levels of concern drove educator's controlling feeding practices at mealtimes but presented differently across meal provision modes. In centres that provided food, educators' concern focused on food variety, manifesting in pressure to ‘try’ foods. In centres requiring family‐provided food, concern focused on nutrition quantity and quality and manifested as control of order of food consumption and pacing of intake to ensure food lasted across the day. Interview data suggested that conflict aversion limited optimal nutrition. In centres providing food, this was seen in menus that prioritized child food preferences. In centres requiring family meal provision, conflict aversion was seen as reticence to discuss lunchbox contents with families. The findings direct attention to public health intervention. Currently, ECEC face significant barriers to realizing their potential to support child nutrition and establish positive life course trajectories of nutrition. To do so requires targeted supports that enable sufficient supply and quality of food in the context of poverty.
Discarded data: an Ahmedian engagement with young children’s gendered accounts of violence and power
Publisher: Informa UK Limited
Date: 30-05-2022
“Do I really need a nap?”: The role of sleep science in informing sleep practices in early childhood education and care settings.
Publisher: American Psychological Association (APA)
Date: 03-2015
DOI: 10.1037/TPS0000011
The when and what of measuring ECE quality: Analysis of variation in the Classroom Assessment Scoring System (CLASS) across the ECE day
Publisher: Elsevier BV
Date: 2020
Working Towards the Australian National Quality Standard for ECEC: what do we know? Where should we go?
Publisher: Springer Science and Business Media LLC
Date: 24-03-2020
``I have to rest all the time because you are not allowed to play'': Exploring children's perceptions of autonomy during sleep-time in long day care services
Publisher: Springer Science and Business Media LLC
Date: 19-06-2015
Do Twins Differ From Single-Born Children on Rates of Behavioral Difficulty in Early Childhood? A Study of Sibling Relationship Risk Factors
Publisher: Cambridge University Press (CUP)
Date: 18-07-2014
DOI: 10.1017/THG.2014.39
Abstract: The hypothesis that twinning raises risk for behavioral difficulties in childhood is persistent, yet there is limited and inconsistent empirical evidence. Simple mean comparison without control for confounders provides data on prevalence rates but cannot provide knowledge about risk or etiology. To assess the effect of twin relationship on behavior, comparison of patterns of association with single-born siblings may be informative. Analyses of data from an Australian s le of twins and single-born children ( N = 305, mean age 4 years 9 months, and a follow-up 12 months later) were undertaken. The outcome measure was the Strengths and Difficulties Questionnaire. Predictor and control measures were obtained from parent report on the sibling/co-twin relationship behavior, family demographics, and obstetric history. We assessed difference between twins and single-born children in two respects: (a) mean behavioral difficulties, and (b) patterns of association between sibling relationship and behavioral difficulties, controlling for confounders. Results showed no differences in mean levels of behavioral difficulties between twins and single-born siblings identifying the importance of statistical control for family and obstetric adversity. Differences in patterns of association were found for twin children, conflict in their co-twin relationship predicted externalizing behaviors, while for single-born children conflict predicted internalizing behaviors. The findings of mean differences between twin and single-born children in social background, but not in behavioral difficulties, underscore the necessity of statistical control to identify risk associated with twinning compared with risk associated with family and obstetric background factors.
Conflict, Closeness and Comfort: The Inter-Twin Relationship as a Risk Factor for Behavioral Difficulties
Publisher: Cambridge University Press (CUP)
Date: 10-2011
Abstract: Background: There is currently little evidence concerning the impact of the inter-twin relationship on behavioral outcomes and yet the twin relationship is frequently hypothesized to be a unique source of psychopathology in twins. The current study asked whether the inter-twin relationship is a predictor of behavioral difficulties and whether there are zygosity differences in this relationship. Method: An Australian s le of same sex twins ( N = 356, 164 MZ and 192 DZ) was studied in the year prior to school (Time 1) and again in first year of school (Time 2). Associations between twin-relationship and behavior problems were examined via path-analysis, and Satorra-Bentler chi-square difference tests were used to compare twins across zygosity. Results: Results show that both conflict and lower levels of warmth at Time 1 were predictive of hyperactivity and conduct disorder at Time 2, but they were not associated with emotional difficulties or peer problems. While DZ twins shared less warmth than MZ twins, there were no differences in behavior problems. Conclusion: Conflict and lower levels of warmth in the inter-twin relationship are associated with hyperactivity and conduct disorder and may serve as important considerations when making decisions regarding class separation at entry to school.
Sleep DownUnder 2013, River of Dreams, 25th ASM of Australasian Sleep Association and Australasian Sleep Technologists Association, 17-19 October 2013, Brisbane, Queensland Abstracts
Publisher: Springer Science and Business Media LLC
Date: 13-09-2013
DOI: 10.1111/SBR.12028
Emotional climate and behavioral management during sleep time in early childhood education settings
Publisher: Elsevier BV
Date: 2014
Testing the Vision: Preschool Settings as Places for Meeting, Bonding and Bridging
Publisher: Wiley
Date: 16-09-2010
Three things I learn at sleep-time: children’s accounts of sleep and rest in their early childhood education programs
Publisher: Informa UK Limited
Date: 26-06-2021
Environmental light exposure, rest-activity rhythms, and symptoms of inattention and hyperactivity: An observational study of Australian preschoolers
Publisher: Elsevier BV
Date: 02-2021
“Did My Child Sleep Today?”: Communication Between Parents and Educators in Early Childhood Education and Care Settings
Publisher: Springer Science and Business Media LLC
Date: 10-10-2019
Discursive tensions: Outcomes and rights in educators’ accounts of children’s relaxation
Publisher: SAGE Publications
Date: 27-12-2020
Abstract: In early childhood education and care policy, there are two dominant discourses: ‘investment and outcomes’ and ‘children’s rights’. There is little research on how these discourses play out in educators’ accounts. In this article, the authors examine the case of discourse pertaining to children’s relaxation in early childhood education and care. They demonstrate that Australian relaxation policy for children in early childhood education and care constructs children as passive and incompetent subjects. Some educators reproduce early childhood education and care policy tensions by vacillating between investment-outcomes and children’s rights discourse in their accounts, while other educators deviate from the policy constructions and adopt children’s rights discourse.
Mandatory Nap Times and Group Napping Patterns in Child Care: An Observational Study
Publisher: Informa UK Limited
Date: 11-01-2017
DOI: 10.1080/15402002.2015.1120199
Abstract: Policy provision for naps is typical in child care settings, but there is variability in the practices employed. One practice that might modify children's early sleep patterns is the allocation of a mandatory nap time in which all children are required to lie on their beds without alternate activity permitted. There is currently limited evidence of the effects of such practices on children's napping patterns. This study examined the association between duration of mandatory nap times and group-level napping patterns in child care settings. Observations were undertaken in a community s le of 113 preschool rooms with a scheduled nap time (N = 2,114 children). Results showed that 83.5% of child care settings implemented a mandatory nap time (range = 15-145 min) while 14.2% provided alternate activities for children throughout the nap time period. Overall, 31% of children napped during nap times. Compared to rooms with ≤ 30 min of mandatory nap time, rooms with 31-60 min and > 60 min of mandatory nap time had a two-and-a-half and fourfold increase, respectively, in the proportion of children napping. Nap onset latency did not significantly differ across groups. Among preschool children, exposure to longer mandatory nap times in child care may increase incidence of napping.
Severe sleep restriction in expedition adventure race competitors
Publisher: Elsevier BV
Date: 12-2017
Children's sleep and fathers' health and wellbeing: A systematic review
Publisher: Elsevier BV
Date: 02-2022
DOI: 10.1016/J.SMRV.2021.101570
Abstract: Night-waking is typical across infancy and early childhood, inevitably disrupting family sleep. For some children, sleep problems develop and endure throughout childhood. This systematic review focused on fathers, and synthesised the evidence pertaining to the effects of children's sleep (from birth to 12 years) on fathers' health and wellbeing. A total of 29 studies were included. Key outcomes reported for fathers were: sleep and fatigue mental and general health and family functioning. An association between child sleep and father's sleep was observed when child's sleep was measured via actigraphy or paternal report, but not when measured via maternal report, suggesting that mothers may not always be aware of disruptions that awaken fathers. Findings showed poorer child sleep was associated with poorer general health and wellbeing among fathers, however, associations of poor child sleep with depression were fewer, and less frequent than those reported for mothers in the same households. Poor child sleep was negatively associated with the quality of family relationships, both within the couple and between parent and child. Future studies seeking to understand the interplay of child sleep and family wellbeing should apply objective measurement of sleep and integrate formal measures of family dynamics into the study design.
Parents’ Experiences of Having a Child with Down Syndrome and Sleep Difficulties
Publisher: Informa UK Limited
Date: 11-11-2023
DOI: 10.1080/15402002.2022.2143359
Abstract: Sleep disorders are prevalent in children with Down Syndrome (DS). However, sleep treatment is not always readily accessed by this group. This study aims to understand families' experiences of having a child with DS and sleep difficulties, and in particular, their healthcare experiences, with the goal of informing practice improvements. We conducted semi-structured interviews with 34 parents (fathers n = 4 and mothers n = 30) with open-ended questions about parents' experiences of sleep, family dynamics, and healthcare. We operationalized a reflexive Thematic Analysis. Parents normalized their experiences of having a child with DS and sleep problems. Parents acknowledged that sleep disruption has adverse and pervasive impacts on their wellbeing and family dynamics, but also found this difficult to identify as a health problem. They accepted sleep difficulties as a regular part of bringing up any child, particularly one with a disability. When they did seek treatment for their child's sleep difficulties, parents often reported encountering insensitive and inadequate care and described that, at times, healthcare professionals also normalized children's sleep difficulties, resulting in sub-optimal treatment. This included at times failure to refer to tertiary sleep medicine services when required. Parents' and healthcare professionals' normalization of sleeping difficulties denies that they are both deleterious and modifiable. Practice implications include raising healthcare professionals' awareness of the importance of proactively addressing sleep, with sensitivity to families' normalization strategies, recognizing that families may require prompting to report concerns.
Associations between food provision and feeding practices in socially disadvantaged childcare centres
Publisher: Elsevier BV
Date: 02-2022
DOI: 10.1016/J.APPET.2021.105811
Abstract: Preschool children consume a large proportion of their daily food intake in their childcare settings. These settings, therefore, provide important opportunities for children to experience food socialisation, and related positive nutrition. Yet, the extent to which these opportunities are taken, particularly in socioeconomically disadvantaged areas where risk of poor nutrition is high, is not well documented. This study focused on 10 childcare centres in socially disadvantaged locations and examined daily feeding practices via direct in-situ observation (n = 189 children observed). Centres were randomly selected based on type of food provision: centre-provided (n = 5 centres) or family-provided (n = 5 centres). Analyses showed that where food was family-provided, educators were significantly more likely to use controlling feeding practices, including pressuring children to eat, restricting food choices and rushing children into finishing meals. These practices were particularly evident during mid-morning meals, where pressuring children to eat healthy foods first, was more often observed. Further research and interventions that target feeding practices in childcare are indicated and should consider how source of food provision impacts upon these practices.
Supporting sleep in early care and education: an assessment of observed sleep times using a sleep practices optimality index
Publisher: Elsevier BV
Date: 03-2016
DOI: 10.1016/J.SLEH.2015.12.005
Abstract: The aim was to investigate whether the sleep practices in early childhood education (ECE) settings align with current evidence on optimal practice to support sleep. Internationally, scheduled sleep times are a common feature of daily schedules in ECE settings, yet little is known about the degree to which care practices in these settings align with the evidence regarding appropriate support of sleep. Observations were conducted in 130 Australian ECE rooms attended by preschool children (Mean=4.9years). Of these rooms, 118 had daily scheduled sleep times. Observed practices were scored against an optimality index, the Sleep Environment and Practices Optimality Score, developed with reference to current evidence regarding sleep scheduling, routines, environmental stimuli, and emotional climate. Cluster analysis was applied to identify patterns and prevalence of care practices in the sleep time. Three sleep practices types were identified. Supportive rooms (36%) engaged in practices that maintained regular schedules, promoted routine, reduced environmental stimulation, and maintained positive emotional climate. The majority of ECE rooms (64%), although offering opportunity for sleep, did not engage in supportive practices: Ambivalent rooms (45%) were emotionally positive but did not support sleep Unsupportive rooms (19%) were both emotionally negative and unsupportive in their practices. Although ECE rooms schedule sleep time, many do not adopt practices that are supportive of sleep. Our results underscore the need for education about sleep supporting practice and research to ascertain the impact of sleep practices in ECE settings on children's sleep health and broader well-being.
Napping, development and health from 0 to 5 years: A systematic review
Publisher: BMJ
Date: 17-02-2015
DOI: 10.1136/ARCHDISCHILD-2014-307241
Abstract: Duration and quality of sleep affect child development and health. Encouragement of napping in preschool children has been suggested as a health-promoting strategy. The aim of this study is to assess evidence regarding the effects of napping on measures of child development and health. This study is a systematic review of published, original research articles of any design. Children aged 0–5 years. Electronic database search was performed following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and assessment of research quality was carried out following a Grading of Recommendations, Assessment, Development and Evaluations (GRADE) protocol. Twenty-six articles met inclusion criteria. These were of heterogeneous quality all had observational designs (GRADE-low). Development and health outcomes included salivary cortisol, night sleep, cognition, behaviour, obesity and accidents. The findings regarding cognition, behaviour and health impacts were inconsistent, probably because of variation in age and habitual napping status of the s les. The most consistent finding was an association between napping and later onset, shorter duration and poorer quality of night sleep, with evidence strongest beyond the age of 2 years. Studies were not randomised. Most did not obtain data on the children's habitual napping status or the context of napping. Many were reliant on parent report rather than direct observation or physiological measurement of sleep behaviour. The evidence indicates that beyond the age of 2 years napping is associated with later night sleep onset and both reduced sleep quality and duration. The evidence regarding behaviour, health and cognition is less certain. There is a need for more systematic studies that use stronger designs. In preschool children presenting with sleep problems clinicians should investigate napping patterns.
Investigating the association between sleep parameters and the weight status of children: night sleep duration matters
Publisher: Elsevier BV
Date: 04-2018
DOI: 10.1016/J.SLEH.2017.12.009
Abstract: To examine the associations between sleep parameters and weight status in a large s le of preschool children. Cross-sectional survey data from the Effective Early Educational Experiences for children (E4Kids) study were analyzed. 1111 children aged 3 to 6 years from Queensland and Victoria, Australia. General linear modeling, with adjustment for significant control variables, assessed the impact of night sleep duration, total sleep duration, napping frequency, sleep timing (onset, offset and midpoint), and severity of sleep problems on standardized body mass index (BMI z score). General linear modeling was conducted for the total s le and then separately by sex. For the total s le, there was a significant association between short sleep duration (≤10 hours) and increased BMI z score. No other sleep parameters were associated with BMI z score in this s le. Analyses by sex revealed that, among girls, there were no associations between any sleep parameter and BMI z score. However, among boys, short night sleep duration and napping frequency were both significantly associated with weight status even after adjustment for controls. Night sleep duration is a consistent independent predictor of body mass in young children. These results identify a complex relationship between sleep and body mass that implicates sex. Potential mechanisms that might explain sex differences warrant further investigation.
Abstracts
Publisher: Springer Science and Business Media LLC
Date: 18-09-2014
DOI: 10.1111/SBR.12082
Correction to: “Did My Child Sleep Today?”: Communication Between Parents and Educators in Early Childhood Education and Care Settings
Publisher: Springer Science and Business Media LLC
Date: 24-10-2020
Mandatory naptimes in child care and children's nighttime sleep
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 05-2015
Do the numbers add up? Questioning measurement that places Australian ECEC teaching as ‘low quality’
Publisher: Springer Science and Business Media LLC
Date: 28-04-2023
DOI: 10.1007/S13384-022-00525-4
Abstract: Internationally, standard observational measures of Early Childhood Education and Care (ECEC) are used to assess the quality of provision. They are applied as research tools but, significantly, also guide policy decisions, distribution of resources and public opinion. Considerable faith is placed in such measures, yet their validity, reliability and functioning within context should all be considered in interpreting the findings they generate. We examine the case of the Classroom Assessment Scoring System (CLASS) in the Australian study, Effective Early Education for Children (E4Kids ). Using this measure Australian educators were identified as “low quality” in provision of instruction (average 2.1 on a scale of 1–7). When these results became public, they attracted negative press coverage and the potential for harm. We interrogate these findings asking three questions relating to s ling, contextual and empirical evidence that define quality and measurement strategies. We conclude that measurement problems, most notably a floor effect, is the most likely explanation for uniformly low CLASS-Instructional scores among Australian ECEC educators, and indeed across international studies. Using a theoretically and empirically informed rescaling strategy we show that there is a ersity of instructional quality across Australian ECEC, and that rescaling might more effectively guide improvement strategies to target those of lowest quality. Beyond, our findings call for a more critical approach in interpretation of standard measures of ECEC quality and their applications in policy and practice, internationally.
“Lie in the grass, the soft grass”: Relaxation accounts of young children attending childcare
Publisher: Elsevier BV
Date: 02-2020
A Market in Mealtimes: Social and Economic Factors Associated With Meal Provision in Early Care and Education (ECE) Services
Publisher: Elsevier BV
Date: 2020
DOI: 10.2139/SSRN.3718822
Insider perspectives: the ‘tricky business’ of providing for children’s sleep and rest needs in the context of early childhood education and care
Publisher: Informa UK Limited
Date: 07-03-2020
Observed compliance with safe sleeping guidelines in licensed childcare services
Publisher: BMJ
Date: 12-07-2019
DOI: 10.1136/ARCHDISCHILD-2019-317000
Abstract: To independently assess compliance with safe sleeping guidelines for infants months in licensed childcare services. Full-day, in-situ observations of childcare practices (including sleep and non-sleep periods) conducted in 2016–2017. Australian home-based and centre-based licensed childcare services. All subject to national regulation and legislation to comply with safe sleeping guidelines. The s le was 18 licensed childcare settings (15 centre-based, 3 home-based) that had infants months (n=49) attending at the time of observation. 31 educators completed self-report surveys. Standard observations of childcare practices, including a 20-item infant Safe Sleeping Guideline checklist. Educator characteristics, including each in idual’s knowledge, beliefs and attitudes regarding safe sleeping practices. 83% of childcare services were observed to be non-compliant on at least 1 of 20 target guidelines (median 2.5, max=7) 44% were observed placing infants prone/side and 67% used loose bedding, quilts, doonas/duvets, pillows, sheepskins or soft toys in cots. 71% of the childcare settings had a copy of current safe sleeping guidelines displayed either in or at entry to the infant sleep room. Despite 25 years of public health messaging, non-compliance with safe sleeping guidelines was observed to be high in childcare services. Understanding of the reasons underlying non-compliance, particularly in contexts were legislative mandate and access to information regarding safe sleeping is high, is critical to informing ongoing public health messaging and should be the focus of future studies. ANZCTR 12618001056280—pre-results.
A comparison of maternal feeding responses to child fussy eating in low-income food secure and food insecure households
Publisher: Elsevier BV
Date: 06-2019
DOI: 10.1016/J.APPET.2019.03.005
Abstract: Children learn to like a wide variety of healthy foods through exposure in their early feeding environment. While some children may reject foods during this learning process, parents may perceive persistent refusal as 'fussy' or 'picky' eating. Low-income parents may provide fussy children with a narrow range of foods that they will like and accept to avoid food and economic waste inadvertently limiting children's exposure to a variety of healthy foods. This 'risk aversion' to food rejection may be particularly salient in food insecure households where resources are further constrained. We aimed to examine if food insecurity modifies the relationship between child fussy eating and parents' food provision and feeding with respect to exposure to a variety of healthy foods. Australian mothers residing in a low-income community (N = 260) completed a cross-sectional survey on their preschool-aged child's 'food fussiness', household food insecurity and food exposure practices. Food exposure practices included the home availability of fruit and vegetables, and children's tasting of a variety of fruit and vegetables (food provision) and whether parents prepared alternative meals for their child (feeding). Mothers reporting food insecurity (11%) were less likely to have fruit frequently available in the home compared to mothers reporting food security. Food insecurity moderated the relationship between fussy eating and food exposure practices insofar that food secure mothers were more likely to prepare alternative meals for fussier children. Family resources and child fussy eating behaviours are identified as important contextual factors in food provision and feeding. Findings from the current study suggest that health professionals, researchers and policymakers tailor interventions to consider both the needs of families and child eating characteristics.
Communicating the complex lives of families that include a child with Down syndrome
Publisher: Informa UK Limited
Date: 02-01-2023
Getting There, Being There, Staying and Belonging: A Case Study of Two Indigenous Australian Children's Transition to School
Publisher: Wiley
Date: 16-03-2012
Correlates of naptime behaviors in preschool aged children
Publisher: Informa UK Limited
Date: 04-2019
DOI: 10.2147/NSS.S193115
What parents want: parent preference regarding sleep for their preschool child when attending early care and education
Publisher: Elsevier BV
Date: 03-2016
DOI: 10.1016/J.SLEH.2015.11.002
Abstract: While most children cease napping between the ages of 2 and 5 years, across a range of international settings the allocation of a mandatory naptime is a common feature of the daily routine in Early Care and Education (ECE) programs for children of this age. Evidence regarding the developmental effects of napping is limited but, beyond age 2, is consistently associated with delayed night sleep onset and increased number of awakenings. The present study examined parent preferences towards napping in ECE. Participants were 750 parents of preschool-aged children attending a representative s le of Australian ECE programs across metropolitan, regional and rural sites in 2011. We analysed quantitative and open-ended questionnaire data from a large, longitudinal study of the effectiveness of Australian early education programs (E4Kids). Statistical analyses examined prevalence of parent preference for sleep and demographic correlates. Thematic analyses were employed to identify parents' rationale for this preference. The majority of parents (78.7%) preferred that their children did not regularly sleep while attending ECE. The dominant explanation provided by parents was that regular naps were no longer appropriate and adversely impacted their children's health and development. Parents of younger children were more likely to support regular naps. The results highlight a disjuncture between parent preferences and current sleep policy and practices in ECE. Further research is needed to establish evidence-based guidelines to support healthy sleep-rest practices in ECE. Such evidence will guide appropriate practice and support parent-educator communication regarding sleep and rest.
Weighing in on international growth standards: testing the case in Australian preschool children
Publisher: Wiley
Date: 21-07-2017
DOI: 10.1111/OBR.12581
Abstract: Overweight and obesity in preschool-aged children are major health concerns. Accurate and reliable estimates of prevalence are necessary to direct public health and clinical interventions. There are currently three international growth standards used to determine prevalence of overweight and obesity, each using different methodologies: Center for Disease Control (CDC), World Health Organization (WHO) and International Obesity Task Force (IOTF). Adoption and use of each method were examined through a systematic review of Australian population studies (2006-2017). For this period, systematically identified population studies (N = 20) reported prevalence of overweight and obesity ranging between 15 and 38% with most (n = 16) applying the IOTF standards. To demonstrate the differences in prevalence estimates yielded by the IOTF in comparison to the WHO and CDC standards, methods were applied to a s le of N = 1,926 Australian children, aged 3-5 years. As expected, the three standards yielded significantly different estimates when applied to this single population. Prevalence of overweight/obesity was WHO - 9.3%, IOTF - 21.7% and CDC - 33.1%. Judicious selection of growth standards, taking account of their underpinning methodologies and provisions of access to study data sets to allow prevalence comparisons, is recommended.
Many naps, one nap, none: A systematic review and meta-analysis of napping patterns in children 0–12 years
Publisher: Elsevier BV
Date: 04-2020
Environmental Light Exposure is Associated with Increased Body Mass in Children - Data Set and Data Dictionary
Publisher: No publisher found
Date: 2015
BONDING AND BRIDGING: TRANSITION TO SCHOOL AND SOCIAL CAPITAL FORMATION AMONG A COMMUNITY OF INDIGENOUS AUSTRALIAN CHILDREN
Publisher: Wiley
Date: 22-07-2013
DOI: 10.1002/JCOP.21576
Environmental Light Exposure Is Associated with Increased Body Mass in Children
Publisher: Public Library of Science (PLoS)
Date: 06-01-2016
Related Organisations
Related Funding Activities
Australian Postgraduate Award (Industry) Scholarship
Start Date: 2011
End Date: 2014
Funder: Australian Research Council
View Funded ActivityEvaluation Of The Building Capacity In Australian Parents (BCAP) Trial And The National Community Awareness Raising (NCAR) Strategy
Start Date: 2018
End Date: 2020
Funder: Department of Social Services, Australian Government
View Funded ActivityNew Investigators Award Finalist
Start Date: 2014
End Date: 2018
Funder: Australasian Sleep Association
View Funded ActivityThe Developmental Significance Of Sleep Transition In Early Childhood
Start Date: 2019
End Date: 2024
Funder: Australian Research Council
View Funded ActivityImproving Sleep Health In Early Childhood
Start Date: 2017
End Date: 2019
Funder: Thrasher Research Fund
View Funded ActivitySleep Health And Sleep Development In Early Childhood: What Role Does Childcare Play?
Start Date: 2016
End Date: 2022
Funder: National Health and Medical Research Council
View Funded ActivityOutstanding Doctoral Thesis Award
Start Date: 2016
End Date: 2018
Funder: Queensland University of Technology
View Funded ActivityNHMRC Outstanding Project Grant External Assessor
Start Date: 2015
End Date: 2018
Funder: National Health and Medical Research Council
View Funded ActivityYoung Tall Poppy Science Award
Start Date: 2016
End Date: 2018
Funder: Australian Institute of Policy and Science
View Funded ActivityDiscovery Early Career Researcher Award - Grant ID: DE230100687
Start Date: 2023
End Date: 12-2025
Amount: $463,976.00
Funder: Australian Research Council
View Funded ActivityARC Centres Of Excellence - Grant ID: CE200100022
Start Date: 02-2021
End Date: 02-2028
Amount: $34,934,592.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP190102981
Start Date: 01-2020
End Date: 01-2024
Amount: $705,000.00
Funder: Australian Research Council
View Funded Activity