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Type: Journal article
Title: Preschool attendance and developmental outcomes at age five in Indigenous and non-Indigenous children: a population-based cohort study of 100 357 Australian children
Author: Falster, K.
Hanly, M.
Edwards, B.
Banks, E.
Lynch, J.W.
Eades, S.
Nickel, N.
Goldfeld, S.
Biddle, N.
Citation: Journal of Epidemiology and Community Health, 2020; 75(4):371-379
Publisher: BMJ Publishing Group
Issue Date: 2020
ISSN: 0143-005X
Statement of
Kathleen Falster, Mark Hanly, Ben Edwards, Emily Banks, John W Lynch and Sandra Eades
Abstract: Background: Policies to increase Australian Indigenous children's participation in preschool aim to reduce developmental inequities between Indigenous and non-Indigenous children. This study aims to understand the benefits of preschool participation by quantifying the association between preschool participation in the year before school and developmental outcomes at age five in Indigenous and non-Indigenous children.Methods:We used data from perinatal, hospital, birth registration and school enrolment records, and the Australian Early Development Census (AEDC), for 7384 Indigenous and 95 104 non-Indigenous children who started school in New South Wales, Australia in 2009/2012. Preschool in the year before school was recorded in the AEDC. The outcome was developmental vulnerability on ≥1 of five AEDC domains, including physical health, emotional maturity, social competence, language/cognitive skills and communication skills/general knowledge. Results: 5051 (71%) Indigenous and 68 998 (74%) non-Indigenous children attended preschool. Among Indigenous children, 33% of preschool attenders and 44% of the home-based care group were vulnerable on ≥1 domains, compared with 17% of preschool attenders and 33% in the home-based care group among non-Indigenous children. In the whole population model, the adjusted risk difference for developmental vulnerability among preschool attenders was -7.9 percentage points (95% CI, -9.8 to -6.1) in non-Indigenous children and -2.8 percentage points (95% CI -4.8 to -0.7) in Indigenous children, compared with Indigenous children in home-based care. Conclusions: Our findings suggest a likely beneficial effect of preschool participation on developmental outcomes, although the magnitude of the benefit was less among Indigenous compared with non-Indigenous children.
Keywords: Cohort studies
Lifecourse/Childhood Circumstances
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Rights: © Author(s) (or their employer(s)) 2021. No commercial re-use. See rights and permissions. Published by BMJ.
DOI: 10.1136/jech-2020-214672
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Appears in Collections:Aboriginal and Torres Strait Islander Education: Wilto Yerlo publications
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