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Abstract The spatial impact of socioeconomic determinants on the macro-level early developmental vulnerability of children was analyzed in this paper using Local Government Areas (LGAs) as samples. Five domains of developmental outcomes: physical, social, emotional, language and cognitive, and communication have been addressed as ordinal outcomes, and fitted by the proportional odds model. Areas with a high percentage of low-income, welfare dependent and single parent families significantly increased the proportion of vulnerable children in all five domains. Other factors that significantly affect some aspects of developmental vulnerability in children are participation of women in the labor market, availability of home Internet and unemployment rate in the locality. The macro-level results match with previous micro-level assessments showing the relationship between household socioeconomic features and childhood vulnerability. [ABSTRACT FROM AUTHOR]

• How LGBTQA + young people experience support, care and safety may depend on the relational context. • Warm, loving relationships may be just as significant for the development of positive gender and sexual identities as explicit support for identity formation. • For LGBTQA + young people, homophobia and transphobia may also be experienced as a disruption to their safe and secure base – that is, as robbing them both literally and figuratively, of a secure place to belong in society. • Growing up in a heteronormative environment can add to the challenges of receiving safe and stable care and amplify the struggle to be seen supported whilst in OOHC. This paper presents a case study that discusses the lived experiences of two LGBTQA + young people who have been in out-of-home care in Australia, focusing particularly on the influence of relationships on their developing sexual identity. Utilising a secure base theoretical perspective, we argue that how young people experience support, care and safety may depend on the relational context in which it is received, and that warm, loving relationships may be just as significant for the development of positive gender and sexual identities as explicit support for identity formation. The findings from the two narratives provide an argument in favour of the secure base model to support young LGBTQA + people in out-of-home care. [ABSTRACT FROM AUTHOR]

• Children in China and Australia learn English in distinct sociolinguistic contexts. • China forbids early childhood English education, despite great parental demand. • Australia has no curriculum framework for early childhood English education. • Both countries are similarly inactive in guiding early childhood English education. Although English is taught to students worldwide at different educational levels, the actual implementation of early childhood English language education (ECELE) may vary from country to country. This study aims to comprehensively compare how ECELE is being put into practice in China and Australia, where young children learn English as a foreign language and as an additional language or dialect, respectively. Based on a critical analysis of relevant policy documents and the empirical studies found in the literature, this paper provides a detailed account and comparison of how ECELE is delivered in China and Australia. It is found that despite their different sociolinguistic contexts, the educational authorities in both countries share the same ostrich policy and inactive involvement in overseeing and directing ECELE. The implications for policymaking are also addressed. [ABSTRACT FROM AUTHOR]