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|Title:||Has a National Policy Focus on Early Childhood Made a Difference for Indigenous Children? An Analysis of LSAC Data||Contributor(s):||Sims, Margaret (author) ; Phan, Huy (author)||Publication Date:||2013||Handle Link:||https://hdl.handle.net/1959.11/14176||Abstract:||The Australian policy environment has undergone significant changes with a move towards evidence-based policy development. It is in this climate that the Longitudinal Study of Australian Children (LSAC) began collecting data. The study began in 2003 with 2 cohorts of children (birth-1 year and 4-5 years) and the 5th wave of data collection occurred in 2011/12. In this analysis we use the data from the first wave of data (collected in the 6 months between August 2003 and March 2004) and the third wave, collected in the 9 months between July 2007 and April 2008. This latter was a time when a range of initiatives addressing Indigenous disadvantage through early childhood interventions had been in operation for some time: both early childhood and Indigenous policy was strongly focused on the quality of early childhood service provision, with a strong focus on evidence-based service development. In this paper we present a comparison of outcomes for Indigenous and non-indigenous Australian children who have grown up in these 2 different policy eras.||Publication Type:||Journal Article||Source of Publication:||International Journal of Child Care and Education Policy, 7(2), p. 33-52||Publisher:||Korea Institute of Child Care and Education||Place of Publication:||Seoul, Korea||ISSN:||1976-5681||Field of Research (FOR):||130102 Early Childhood Education (excl Maori)||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Other Links:||http://icep.re.kr/archive/issue/read.jsp?no=361||Statistics to Oct 2018:||Visitors: 368
|Appears in Collections:||Journal Article|
School of Education
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