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The relationship between dog ownership, dog play, family dog walking, and pre-schooler social-emotional development: findings from the PLAYCE observational studyRegular physical activity provides children with health and developmental benefits. This study investigated if active play and walking with the family dog was associated with better social-emotional development in young children.
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Surfactant protein disorders in childhood interstitial lung diseaseSurfactant, which was first identified in the 1920s, is pivotal to lower the surface tension in alveoli of the lungs and helps to lower the work of breathing and prevents atelectasis. Surfactant proteins, such as surfactant protein B and surfactant protein C, contribute to function and stability of surfactant film.
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Use of administrative record linkage to examine patterns of universal early childhood health and education service use from birth to Kindergarten (age 4 years) and developmental vulnerability in the Preparatory Year (age 5 years) in Tasmania, AustraliaIn Australia, the health and education sectors provide universal early childhood services for the same population of children. Therefore, there is a strong imperative to view service use and outcomes through a cross-sectoral lens to better understand and address the service needs of young children and their families.
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Informing Resource Allocation for Investment in Early Childhood: A Review of the International Peer-Reviewed EvidenceEarly childhood investment decisions represent critical policy frameworks that ideally reflect a strong evidence base. This review seeks to assess early childhood intervention priorities based on return on investment without limitation by health, education or social science sector.
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Parental Perspectives on Children’s School Readiness: An Ethnographic StudySchool readiness is a construct used by educators and policy makers to describe a range of abilities that are beneficial for children transitioning to school. The association of socioeconomic disadvantage with developmental vulnerability when children start school is well established. Parents play a crucial role in supporting children’s transition to school and are acknowledged as their child’s first and foremost teacher.
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Magic Hats and Teddy Bear picnics: Language and visuospatial lateralisation tasks for childrenThe behavioural outcomes associated with atypical cerebral lateralization during the early stages of cognitive development is an interesting research venture. However, there are few tasks for assessing lateralization in young children. The current study describes the Magic Hat task and the Teddy Bear Picnic task, which were designed to measure the lateralization of language and visuospatial attention, respectively, in children as young as three years old.
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Associations Between the Early Development Instrument at Age 5, and Reading and Numeracy Skills at Ages 8, 10 and 12: a Prospective Linked Data StudyThe objective of this paper is to determine how well the EDI predicts a child's later literacy and numeracy outcomes as assessed by the National Assessment...
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TOBY play-pad application to teach children with ASD-A pilot trial.To investigate use patterns and learning outcomes associated with the use of Therapy Outcomes By You (TOBY. Playpad, an early intervention iPad application.
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Early Vocabulary Development of Australian Indigenous Children: Identifying StrengthsThe current study sought to increase our understanding of the factors involved in the early vocabulary development of Australian Indigenous children.
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Data resource profile: The Australian early development index (AEDI)This paper describes the Australian Early Development Index, a developmental census conducted by the Australian Government across the entire population of...