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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 3 of 3 1 Preschool attendance and developmental outcomes at age five in Indigenous and non-Indigenous children: a population-based cohort study of 100 357 Australian children Falster, K.; Hanly, M.; Edwards, B.; Banks, E.; Lynch, J.W.; Eades, S.; Nickel, N.; Goldfeld, S.; Biddle, N.. - : BMJ Publishing Group, 2020 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. ; Kathleen Falster, Mark Hanly, Ben Edwards, Emily Banks, John W Lynch and Sandra Eades Keyword: Cohort studies; Lifecourse/Childhood Circumstances; Record linkage URL: http://hdl.handle.net/2440/131958 https://doi.org/10.1136/jech-2020-214672 BASE Hide details 2 Angolan body painting performances: Articulations of diasporic dislocation, postcolonialism and interculturalism in Britain Cuxima-Zwa, Chikukuango Antonio. - : Brunel University School of Arts PhD Theses, 2013 BASE Show details 3 Contents lists available at SciVerse ScienceDirect Journal of Phonetics Eun Jong Kong A; Mary E. Beckman C; Jan Edwards B In: http://learningtotalk.org/sites/learningtotalk.org/files/KongEtAl2012JPhon_0.pdf BASE Show details

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