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Showing results for "early childhood"

Factors Influencing Postoperative Experiences in Adult Cochlear Implant Recipients: A Multistakeholder Perspective

To explore factors influencing postoperative experiences of adult cochlear implant (CI) recipients, determine the impact of each factor, and conceptualize recipients' postoperative journey.

ANRIL Promoter DNA Methylation: A Perinatal Marker for Later Adiposity

Experimental studies show a substantial contribution of early life environment to obesity risk through epigenetic processes.

Brain development

The early years of life are characterised by significant opportunity, rapid change and accelerated development which is unparalleled by any other stage.

The effect of upgrades to childcare outdoor spaces on preschoolers’ physical activity: Findings from a natural experiment

This natural experiment investigated the influence of early childhood education and care outdoor physical environment upgrade on preschoolers' physical activity

Maternal and Child Mental Health and Wellbeing

Examining the pathways of perinatal maternal mental health that influence child mental health and wellbeing outcomes.

Senior Research Officer - Brain and Behaviour

Senior Research Officer - Brain and Behaviour

SMS-based interventions for improving child and adolescent vaccine coverage and timeliness: a systematic review

The aim of this review was to investigate the impact of short message service (SMS)-based interventions on childhood and adolescent vaccine coverage and timeliness. 

Framing messages for social change

The nuanced message conveys the foundational importance of child development in the early years but avoids triggering concerns there are no opportunities to intervene at a later age.

Supporting Parents as their Child’s First Teacher: Aboriginal Parents’ Perceptions of KindiLink

This paper reports on Aboriginal parents’ perceptions about their involvement in a Western Australian pilot initiative called KindiLink. The program seeks to support parents as their child’s first teacher and thereby enhance Aboriginal children’s early-years development, while strengthening relationships between families and schools. A constructivist paradigm was used to inform the methodology which placed Aboriginal voices at the centre of the research.

Development of Resources for Schools – Responding to and Planning for Children with Complex and Challenging Behaviours

Yasmin Harman-Smith BA, BHlthSc(Hons), MTeach(Primary), PhD Head, Early Years Systems Evidence Yasmin.harman-smith@thekids.org.au Head, Early Years