2013, English, Book, Illustrated
Development risk exposure and participation in early childhood education [electronic resource] : how can we reach the most vulnerable children? / Nicholas Biddle & Robyn Seth-Purdie.
Research shows that high-quality Early Childhood Education (ECE) can promote early learning and development and reduce vulnerability to developmental risks. However, there is also evidence that children from 'special needs' groups - children with disabilities or from Indigenous, disadvantaged, non-English speaking, or remote area backgrounds - are simultaneously more likely to be developmentally vulnerable and less likely to participate in ECE. This paper examines the relationship between developmental risk exposure, participation in ECE, and early childhood outcomes. It uses data from the Longitudinal Study of Australian Children (LSAC) to identify the prevalence of risk factors amongst special needs groups, the extent to which at risk preschool children were participating in ECE, and developmental outcomes when the children are aged six to seven years old and in full-time school. Other risk factors investigated include gender, housing stress, poverty, temperament, sole parent families, teenage parents, high television viewing, high or low parental employment, parental health or substance use, parenting skills, and parental conflict.
1. Introduction and overview of current research
2 .Data and methods
3. Analysis - factors associated with early childhood? education
4. Analysis - relationship between risk factors, early childhood outcomes and child development
5. Early childhood education and risk factors for special needs groups
"HC Coombs Policy Forum & Social Policy Institute, Crawford School of Public Policy, ANU College of Asia & the Pacific."
The HC Coombs Policy Forum is a strategic collaboration between the Australian Government and ANU, at the Crawford School of Public Policy. It is administered by the Department of Industry, Innovation, Science, Research and Tertiary Education.
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