Academic literature on the topic 'Aboriginal and Torres Strait Islander early childhood education'
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Journal articles on the topic "Aboriginal and Torres Strait Islander early childhood education"
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Fleet, Alma, Ros Kitson, Bevan Cassady, and Ross Hughes. "University-Qualified Indigenous Early Childhood Teachers." Australasian Journal of Early Childhood 32, no. 3 (September 2007): 17–25. http://dx.doi.org/10.1177/183693910703200304.
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DEMONSTRATING PERSISTENCE and resilience, increasing numbers of Aboriginal and Torres Strait Islander early childhood teachers are gaining university qualifications. This paper explores factors that support and constrain these students on the path to their degrees. Investigated through a cycle of interviews and focus groups, otherwise perceived as taking time to chat and yarn, the data speaks through Aboriginal and Torres Strait Islander voices. Graduates from a cohort-specific three-year degree program, and several of their colleagues from an earlier program, share their reflections. The importance of family, community and infrastructure support is apparent, as well as recognition of complexities of ‘both ways’ learning (Hughes, Fleet & Nicholls, 2003) and cultural boundary crossing (Giroux, 2005). Highlighting salient factors is critical in efforts to create and maintain conditions in which Aboriginal and Torres Strait Islanders can gain university qualiflcations and extend their professional contributions.
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Ford, Margot. "Language Nests in New Zealand. Implications for the Australian Aboriginal and Torres Strait Islander Context." Australian Journal of Indigenous Education 24, no. 2 (1996): 15–19. http://dx.doi.org/10.1017/s1326011100002416.
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In the past ten years there has been an increasing interest in early childhood education in Aboriginal communities, particularly for 4-year-olds and under. The reasons for this are varied. One of the main reasons is the existence of the Community Development Employment Project (CDEP) where Aboriginal people in remote communities receive the equivalent of the unemployment benefit in exchange for work and training, usually four hours per day for five days. Other larger communities, for example Yuendemu or Maningrida in the Northern Territory, have considerable numbers of people studying, often at Batchelor College, and therefore some type of support is needed to take care of their young children. Increasingly Aboriginal people are taking on professional jobs in communities — teachers, health care workers and office administrators. All these factors are leading to a need to re-evaluate traditional forms of child care, which in these changing times is putting an unacceptable burden on older women and the extended family generally. Other pertinent reasons are the need for a more cohesive strategy to pass on cultural knowledge, to support language maintenance and language revival and support very young mothers who need the support of older women with more experience.
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Miller, Melinda G. "Consultation with Aboriginal and Torres Strait Islander people in early childhood education: the impact of colonial discourses." Australian Educational Researcher 42, no. 5 (August 28, 2015): 549–65. http://dx.doi.org/10.1007/s13384-015-0186-z.
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McEwen, E. C., T. J. Boulton, and R. Smith. "Can the gap in Aboriginal outcomes be explained by DOHaD." Journal of Developmental Origins of Health and Disease 10, no. 1 (February 2019): 5–16. http://dx.doi.org/10.1017/s2040174418001125.
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AbstractIn Australia, there are two distinct populations, each with vastly disparate health outcomes: Aboriginal and Torres Strait Islander People and non-Aboriginal Australians. Aboriginal Australians have significantly higher rates of health and socioeconomic disadvantage, and Aboriginal babies are also more likely to be born low birth weight or growth restricted. The Developmental Origins of Health and Disease (DOHaD) hypothesis advocates that a sub-optimal intrauterine environment, often manifested as diminished foetal growth, during critical periods of foetal development has the potential to alter the risk of non-communicable disease in the offspring. A better understanding of the role of the intrauterine environment and subsequent developmental programming, in response to both transgenerational and immediate stimuli, in Aboriginal Australians remains a relatively unexplored field and may provide insights into the prevailing health disparities between Aboriginal and non-Aboriginal children. This narrative review explores the role of DOHaD in explaining the ongoing disadvantage experienced by Aboriginal People in today’s society through a detailed discussion of the literature on the association between foetal growth, as a proxy for the quality of the intrauterine environment, and outcomes in the offspring including perinatal health, early life development and childhood education. The literature largely supports this hypothesis and this review therefore has potential implications for policy makers not only in Australia but also in other countries that have minority and Indigenous populations who suffer disproportionate disadvantage such as the United States, Canada and New Zealand.
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Scott, Robert, Regina Foster, Lisa N. Oliver, Anna Olsen, Julie Mooney-Somers, Bradley Mathers, Joanne M. Micallef, John Kaldor, and Lisa Maher. "Sexual risk and healthcare seeking behaviour in young Aboriginal and Torres Strait Islander people in North Queensland." Sexual Health 12, no. 3 (2015): 194. http://dx.doi.org/10.1071/sh14092.
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Background Compared with non-Indigenous Australians, Aboriginal and Torres Strait Islander people have higher rates of sexually transmissible infections (STI). The identification of the sexual risk and healthcare seeking behaviours of young Aboriginal and Torres Strait Islander people in a regional Australian setting was sought. Methods: A cross-sectional survey of 155 young Aboriginal and Torres Strait Islander people (16–24 years) in Townsville was conducted. Results: Most participants (83%) reported ever having had sex, with a median age of 15 years at first sex and a range from 9 to 22 years. While young men reported more sexual partners in the last 12 months than young women, they were also more likely to report condom use at the last casual sex encounter (92% vs 68%, P = 0.006). Young women were significantly more likely than young men to report never carrying condoms (35% vs 16%); however, they were more likely to have had STI testing (53% vs 28%, P = 0.004). Of those reporting previous STI testing, 29% reported ever being diagnosed with an STI. Conclusions: The sample of young Aboriginal and Torres Strait Islander people reported an early age at first sex, variable condom use and low uptake of STI testing. The high prevalence of self-reported STI diagnoses indicate a need for opportunistic sexual health education and efforts designed to promote the uptake of STI screening in this group.
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Guenther, John, Melodie Bat, and Sam Osborne. "Red Dirt Thinking on Educational Disadvantage." Australian Journal of Indigenous Education 42, no. 2 (December 2013): 100–110. http://dx.doi.org/10.1017/jie.2013.18.
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When people talk about education of remote Aboriginal and Torres Strait Islander students, the language used is often replete with messages of failure and deficit, of disparity and problems. This language is reflected in statistics that on the surface seem unambiguous in their demonstration of poor outcomes for remote Aboriginal and Torres Strait Islander students. A range of data support this view, including the National Action Plan—Literacy and Numeracy (NAPLAN) achievement data, school attendance data, Australian Bureau of Statistics Census data and other compilations such as the Productivity Commission's biennial Overcoming Indigenous Disadvantage report. These data, briefly summarised in this article, paint a bleak picture of the state of education in remote Australia and are at least in part responsible for a number of government initiatives (state, territory and Commonwealth) designed to ‘close the gap’. For all the programs, policies and initiatives designed to address disadvantage, the results seem to suggest that the progress, as measured in the data, is too slow to make any significant difference to the apparent difference between remote Aboriginal and Torres Strait Islander schools and those in the broader community. We are left with a discourse that is replete with illustrations of poor outcomes and failures and does little to acknowledge the richness, diversity and achievement of those living in remote Australia. The purpose of this article is to challenge the ideas of ‘disadvantage’ and ‘advantage’ as they are constructed in policy and consequently reported in data. It proposes alternative ways of thinking about remote educational disadvantage, based on a reading of relevant literature and the early observations of the Cooperative Research Centre for Remote Economic Participation's Remote Education Systems project. It is a formative work, designed to promote and frame a deeper discussion with remote education stakeholders. It asks how relative advantage might be defined if the ontologies, axiologies, epistemologies and cosmologies of remote Aboriginal and Torres Strait Islander families were more fully taken into account in the education system's discourse within/of remote schooling. Based on what we have termed ‘red dirt thinking’ it goes on to ask if and what alternative measures of success could be applied in remote contexts where ways of knowing, being, doing, believing and valuing often differ considerably from what the educational system imposes.
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O'Brien, Kathleen, Jason Agostino, Karen Ciszek, and Kirsty A. Douglas. "Physical activity and risk of behavioural and mental health disorders in kindergarten children: analysis of a series of cross-sectional complete enumeration (census) surveys." BMJ Open 10, no. 3 (March 2020): e034847. http://dx.doi.org/10.1136/bmjopen-2019-034847.
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ObjectivesThere is mixed evidence on the relationship between physical activity and behavioural and mental health. We aimed to estimate the association between physical activity and risk of behavioural and mental health disorders in early school-aged children.DesignA series of cross-sectional complete enumeration (census) surveys.SettingsAll primary schools in the Australian Capital Territory, 2014–2016.ParticipantsAll children enrolled in their first year of full-time primary education (kindergarten) were invited to participate. Of the 16 662 eligible kindergarten children, 15 040 completed the survey for the first time.Outcome measuresAverage daily physical activity participation and prevalence of risk of behavioural and mental health disorders derived from parent-reported data and the Strengths and Difficulties Questionnaire (SDQ). Characteristics associated with SDQTotal difficultiesand subscales were estimated using logistic regression.Results8340 (61.7%) children met physical activity targets (60 min or more daily) and 709 (4.8%) were at clinically significant risk of behavioural and mental health disorders (Total difficulties).Known sociodemographic correlates were also those variables associated with high risk of behavioural and mental health disorders (Total difficulties): Aboriginal and Torres Strait Islander status (OR 2.72, 95% CI 1.78–4.16), relative socioeconomic disadvantage (most disadvantaged vs least disadvantaged, OR 1.86, 95% CI 1.38–2.50) and male sex (OR 1.80, 95% CI 1.49–2.17). Average daily physical activity was not significant, despite the highest levels of physical activity (90 min or more daily) being reported in boys, Aboriginal and Torres Strait Islander children and those from more disadvantaged areas.ConclusionsOur study provides comprehensive cross-sectional data on the relationship between physical activity participation and the risk of behavioural and mental health disorders in a large cohort of early school-aged Australian children. Aboriginal and Torres Strait Islander children, boys and those from the most disadvantaged socioeconomic group were at greatest risk of clinically significant behavioural and mental health disorders.
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Luke, Carly R., Katherine Benfer, Leeann Mick-Ramsamy, Robert S. Ware, Natasha Reid, Arend F. Bos, Margot Bosanquet, and Roslyn N. Boyd. "Early detection of Australian Aboriginal and Torres Strait Islander infants at high risk of adverse neurodevelopmental outcomes at 12 months corrected age: LEAP-CP prospective cohort study protocol." BMJ Open 12, no. 1 (January 2022): e053646. http://dx.doi.org/10.1136/bmjopen-2021-053646.
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IntroductionNeurodevelopmental disorders (NDD), including cerebral palsy (CP), autism spectrum disorder (ASD) and foetal alcohol spectrum disorder (FASD), are characterised by impaired development of the early central nervous system, impacting cognitive and/or physical function. Early detection of NDD enables infants to be fast-tracked to early intervention services, optimising outcomes. Aboriginal and Torres Strait Islander infants may experience early life factors increasing their risk of neurodevelopmental vulnerability, which persist into later childhood, further compounding the health inequities experienced by First Nations peoples in Australia. The LEAP-CP prospective cohort study will investigate the efficacy of early screening programmes, implemented in Queensland, Australia to earlier identify Aboriginal and Torres Strait Islander infants who are ‘at risk’ of adverse neurodevelopmental outcomes (NDO) or NDD. Diagnostic accuracy and feasibility of early detection tools for identifying infants ‘at risk’ of a later diagnosis of adverse NDO or NDD will be determined.Methods and analysisAboriginal and/or Torres Strait Islander infants born in Queensland, Australia (birth years 2020–2022) will be invited to participate. Infants aged <9 months corrected age (CA) will undergo screening using the (1) General Movements Assessment (GMA); (2) Hammersmith Infant Neurological Examination (HINE); (3) Rapid Neurodevelopmental Assessment (RNDA) and (4) Ages and Stages Questionnaire-Aboriginal adaptation (ASQ-TRAK). Developmental outcomes at 12 months CA will be determined for: (1) neurological (HINE); (2) motor (Peabody Developmental Motor Scales 2); (3) cognitive and communication (Bayley Scales of Infant Development III); (4) functional capabilities (Paediatric Evaluation of Disability Inventory-Computer Adaptive Test) and (5) behaviour (Infant Toddler Social and Emotional Assessment). Infants will be classified as typically developing or ‘at risk’ of an adverse NDO and/or specific NDD based on symptomology using developmental and diagnostic outcomes for (1) CP (2) ASD and (3) FASD. The effects of perinatal, social and environmental factors, caregiver mental health and clinical neuroimaging on NDOs will be investigated.Ethics and disseminationEthics approval has been granted by appropriate Queensland ethics committees; Far North Queensland Health Research Ethics Committee (HREC/2019/QCH/50533 (Sep ver 2)-1370), the Townsville HHS Human Research Ethics Committee (HREC/QTHS/56008), the University of Queensland Medical Research Ethics Committee (2020000185/HREC/2019/QCH/50533) and the Children’s Health Queensland HHS Human Research Ethics Committee (HREC/20/QCHQ/63906) with governance and support from local First Nations communities. Findings from this study will be disseminated via peer-reviewed publications and conference presentations.Trial registration numberACTRN12619000969167.
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O'Brien, David. "Developing Early Reading Skills In Young Aboriginal Children Through Listening Activities." Aboriginal Child at School 22, no. 3 (October 1994): 28–32. http://dx.doi.org/10.1017/s0310582200005307.
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The mastery of beginning reading skills by Aboriginal students is still an area of ongoing concern. The discussion paper released as part of the National Review of Education for Aboriginal and Torres Strait islander people (1994) points to 45% of Aboriginal students having significantly lower levels of achievement in literacy and numeracy than other Australian students despite the intervention programs that have been developed and implemented. The Review also recommends that to improve this situation an emphasis needs to be placed on literacy programs “which identify difficulties as early as possible and which deliver special assistance to improve and maintain literacy achievements at the earliest possible time”(1994). The purpose of this article is to provide an example of one such program that has been developed around new research into the area of early reading development and used successfully with young Aboriginal students.
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Foo, Damien, Mohinder Sarna, Gavin Pereira, Hannah C. Moore, and Annette K. Regan. "Prenatal influenza vaccination and allergic and autoimmune diseases in childhood: A longitudinal, population-based linked cohort study." PLOS Medicine 19, no. 4 (April 5, 2022): e1003963. http://dx.doi.org/10.1371/journal.pmed.1003963.
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Background Few studies have evaluated the effect of maternal influenza vaccination on the development of allergic and autoimmune diseases in children beyond 6 months of age. We aimed to investigate the association between in utero exposure to seasonal inactivated influenza vaccine (IIV) and subsequent diagnosis of allergic and autoimmune diseases. Methods and findings This longitudinal, population-based linked cohort study included 124,760 singleton, live-born children from 106,206 mothers in Western Australia (WA) born between April 2012 and July 2016, with up to 5 years of follow-up from birth. In our study cohort, 64,169 (51.4%) were male, 6,566 (5.3%) were Aboriginal and/or Torres Strait Islander children, and the mean age at the end of follow-up was 3.0 (standard deviation, 1.3) years. The exposure was receipt of seasonal IIV during pregnancy. The outcomes were diagnosis of an allergic or autoimmune disease, including asthma and anaphylaxis, identified from hospital and/or emergency department (ED) records. Inverse probability of treatment weights (IPTWs) accounted for baseline probability of vaccination by maternal age, Aboriginal and/or Torres Strait Islander status, socioeconomic status, body mass index, parity, medical conditions, pregnancy complications, prenatal smoking, and prenatal care. The models additionally adjusted for the Aboriginal and/or Torres Strait Islander status of the child. There were 14,396 (11.5%) maternally vaccinated children; 913 (6.3%) maternally vaccinated and 7,655 (6.9%) maternally unvaccinated children had a diagnosis of allergic or autoimmune disease, respectively. Overall, maternal influenza vaccination was not associated with diagnosis of an allergic or autoimmune disease (adjusted hazard ratio [aHR], 1.02; 95% confidence interval [CI], 0.95 to 1.09). In trimester-specific analyses, we identified a negative association between third trimester influenza vaccination and the diagnosis of asthma (n = 40; aHR, 0.70; 95% CI, 0.50 to 0.97) and anaphylaxis (n = 36; aHR, 0.67; 95% CI, 0.47 to 0.95).We did not capture outcomes diagnosed in a primary care setting; therefore, our findings are only generalizable to more severe events requiring hospitalization or presentation to the ED. Due to small cell sizes (i.e., <5), estimates could not be determined for all outcomes after stratification. Conclusions In this study, we observed no association between in utero exposure to influenza vaccine and diagnosis of allergic or autoimmune diseases. Although we identified a negative association of asthma and anaphylaxis diagnosis when seasonal IIV was administered later in pregnancy, additional studies are needed to confirm this. Overall, our findings support the safety of seasonal inactivated influenza vaccine during pregnancy in relation to allergic and autoimmune diseases in early childhood and support the continuation of current global maternal vaccine programs and policies.
Dissertations / Theses on the topic "Aboriginal and Torres Strait Islander early childhood education"
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Miller, Melinda G. "Action for change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education curricula." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/60905/5/60905.pdf.
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This thesis focuses on non-Indigenous educators’ work around embedding Indigenous perspectives in early childhood education curricula. In place of reporting examples of ‘good’ educational practice, the study questions how whiteness and racism continue to operate in diversity work that is seen to be productive and inclusive. The thesis argues for a more comprehensive framework for embedding Indigenous perspectives in before-school contexts to support educators’ efforts. New strategies for professional development are also suggested to support changes in disciplinary knowledge and pedagogy.
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Harald, Patrice E. "Is it too late by eight? Recognising the protective factors of culture, education and family in raising resilient Aboriginal and Torres Strait Islander children." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112183/1/Patrice_Harald_Thesis.pdf.
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This study explores the development of resilience and cultural resilience and the strength of Aboriginal and Torres Strait Islander children in the early years 0-8 years. Cultural resilience is based on success and Indigenous worldviews. Participants indicated that culture, family and community play a significant role in growing up children. It enabled children to cope with transitioning between home, community and the school community. Factors such as a knowing one's culture, protocols, having respect for self and others builds strength,identity and ability to display empathy to others. Family and culture provide children from a young age that knowing where they belong, where they come from and in having strong connection to country and kin, and community enables them to navigate the many challenges in society they may face in a positive and respectful way.
Books on the topic "Aboriginal and Torres Strait Islander early childhood education"
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Allen, Jeanne, and Simone White, eds. Learning to Teach in a New Era. 2nd ed. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108985765.
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Entering the teaching profession in the twenty-first century comes with many challenges and even more opportunities to meet the learning needs of Australian students. Learning to Teach in a New Era provides a fundamental introduction to educational practice for early childhood, primary and secondary preservice teachers. Closely aligned with the Australian Curriculum and the Australian Professional Standards for Teachers, this text builds on foundational knowledge and provides guidance on professional development throughout your career in education. Organised in three sections – professional knowledge, professional practice and professional engagement – and thoroughly updated, this text introduces educational policy and the legal dimensions of education; encourages the development of practical skills in pedagogy, planning, assessment, digital technologies and classroom management; and supports effective communication and ethical practice. This edition features a new chapter exploring Aboriginal and Torres Strait Islander ways of knowing, being and doing, enabling teachers to create respectful and culturally responsive classrooms.