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Despite widespread utilization, research exploring associations between playgroup and child development is scarce. We analyzed a national data set measuring the holistic development of children aged 4 to 6 years who commenced school in Australia in 2015 (n = 104,767), the Australian Early Development Census, to explore developmental differences between children who did and did not attend playgroup before school. Children who attended playgroup had better development at school entry relative to those who had not attended playgroup, after adjustment for a range of confounding factors. These differences were observed across all five developmental domains and were universal to children from a range of backgrounds. Results support the need for future research to explore the causal effects of playgroup on children's development.

This study examined associations between maltreatment and early developmental vulnerabilities in a population sample of 68,459 children (M[subscript age] = 5.62 years, SD = 0.37) drawn from the Australian state of New South Wales, using linked administrative data for the children and their parents (collected 2001-2009). Associations were estimated between (a) any maltreatment, (b) the number of maltreatment types, and (c) the timing of first reported maltreatment and vulnerability and risk status on multiple developmental domains (i.e., physical, social, emotional, cognitive, and communication). Pervasive associations were revealed between maltreatment and all developmental domains; children exposed to two or more maltreatment types, and with first maltreatment reported after 3 years of age, showed greater likelihood of vulnerability on multiple domains, relative to nonmaltreated children.

Poor academic performance during childhood predicts later adverse outcomes, and could be targeted for improvement if detected early. This study used population-based record linkage to examine the association between early life risk factors and academic achievement at two different stages of development using two different cohorts: a kindergarten (~age 5 years) and a grade 3 cohort (~age 8 years). Similar factors were predictive of academic performance in both age groups, including positive effects of increasing maternal age and lack of maternal prenatal smoking. Female sex was associated with higher scores for literacy. The results suggest that children with less developed academic skills can be identified earlier, with effective programmes to enhance academic skills needed during the first year of school to enhance subsequent results.

Children who enter school with limited proficiency in the language of instruction face a range of challenges in negotiating this new context, yet limited data have been available to describe the early developmental outcomes of this subpopulation in the Australian context. The Australian Early Development Index (AEDI) is a teacher-rated checklist that measures five important domains of child development: physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication skills and general knowledge. In 2009, the AEDI was completed for 97.5% of Australian children in their first year of schooling ("N" = 261,147; "M" = 5 years, 7 months of age), providing a unique opportunity to explore the cross-sectional associations between language background, proficiency in English, and early developmental outcomes at the population-level. Logistic regression analyses revealed that, compared to their peers from English-speaking backgrounds, bilingual children who were not yet proficient in English had substantially higher odds of being in the "vulnerable" range (bottom 10th percentile) on the AEDI domains ("OR" = 2.88, "p" < 0.001, to "OR" = 7.49, p < 0.001), whereas English-proficient bilingual children had equal or slightly lower odds ("OR" = 0.84, "p" < 0.001, to "OR" = 0.97, "ns"). Future research with longitudinal data is now needed to establish causal pathways and explore long term outcomes.

There is an increasing support from international organizations and the research community for stepping beyond infant or child mortality as the most common child level social indicator and progressing towards an international measure of child development. The Early Development Instrument (EDI) is a teacher-completed measure of children's developmental health at school entry, which to date has been used in more than a dozen countries. The EDI includes five developmental domains (Physical Health and Well-being, Social Competence, Emotional Maturity, Language and Cognitive Development and Communication Skills and General Knowledge) and 16 subdomains. This paper examines the EDI's psychometric properties in four English-speaking countries (Canada, Australia, United States and Jamaica) by evaluating both the internal consistency and factor structures, as well as exploring the association between the EDI's Language and Cognitive Development Domain and a direct assessment of children's receptive vocabulary (Peabody Picture Vocabulary Test, PPVT). Overall, the factor loadings and internal consistencies of domains and subdomains were similar across the countries. The comparisons of the Language and Cognitive Development Domain with the PPVT showed high specificity and low sensitivity. The results of this paper indicate that the EDI, a measure of children's developmental status at school entry, demonstrates similar psychometric properties in a number of countries, thus building the evidence for the instrument to be added to the limited array of internationally comparable child social indicators.

This article presents a response to the paper by Li, D'ngiulli and Kendall (2007). The authors address two key aspects of this paper. The first concerns a number of errors and misconceptions in the paper that the authors think are important to clarify and correct. The second issue relates to the significant amount of research and effort that has taken place since this article was first written, particularly the increasing amount of effort, both in Canada and in Australia, to engage the Indigenous/Aboriginal populations.

Research Findings: Australian state and federal governments have increasingly recognized early childhood as a critical period for investing in interventions. At the same time, a number of organizational, structural, and environmental responses have been put in place to build the capacity of communities to better support children and their families. It was in this policy environment of increasing investment in community-level interventions to promote outcomes for children that the need emerged in Australia for a population measure of early childhood development. This article outlines some of the process and policy challenges associated with the introduction and adaptation of a population measure of early child development--the Early Development Instrument (EDI)--by Australian communities, which culminated in its adoption as a national measure of early childhood development in 2008. It highlights the need to develop both a strategic and psychometric approach to successfully implement any measure that requires community-wide participation. Practice or Policy: There were particular challenges to embedding the AEDI, and therefore data about early childhood developmental outcomes, within policy processes. These are discussed in terms of the adaptation and validation process in Australia, the development of novel methods of data collection for national implementation, the benefits of cross-national comparisons, and the policy impact and environment that has been necessary for longer term sustainability. (Contains 1 table.)

This article aims to contribute to the ongoing evaluation of the Australian Early Development Index (AEDI) by investigating its construct and concurrent validity with a subsample of 642 children aged 4 to 5 years drawn from the Longitudinal Study of Australian Children (LSAC). Construct validity was examined by considering the theoretical consistency of the network of correlations between the AEDI subconstructs and the independently reported multimethod measures of early learning skills and development collected contemporaneously by the LSAC. Concurrent validity was examined by assessing the extent to which children who were "developmentally vulnerable" on the AEDI domains corresponded with the LSAC outcome indices classification of children as "developmentally at risk." Moderate to large correlations were observed between each of the AEDI domains and subconstructs when compared to analogous teacher-rated LSAC measures, with lower levels of association observed for parent-rated LSAC measures. Concurrent validity was explored; however, with no criterion measure with which to assess the AEDI, findings are inconclusive prior to predictive validity assessment. Future waves of the LSAC will collect information on the children's abilities at school and developmental outcomes, enabling further interpretation of these concurrent and construct validity findings by triangulation and predictive validity analyses. (Contains 8 tables and 3 footnotes.) [Research for this article was supported by the Commonwealth Department of Family and Community Services.]

Since 2004 the Australian Early Development Index (AEDI) has been completed in 54 Australian communities over seven states and territories on more than 30,000 children. A concurrent systematic evaluation of community implementation and use of the AEDI was undertaken that included both a process and impact component. The purpose of this paper is to discuss the evaluation findings between 2004 and 2006. Results have shown there are a number of barriers and facilitators for communities in implementing the AEDI, disseminating results, and planning for community actions. The evaluation findings indicate AEDI implementation helps raise awareness of the importance of early childhood development, assists communities to work more collaboratively and to strategically plan actions to work towards improving outcomes for children. (Contains 4 tables, 3 figures and 1 footnote.) [Research for this article was supported by the Australian Government Department of Families, Community Services, and Indigenous Affairs.]

Darwin Harbour, Northern Territory, Australia, is a semi diurnal macro-tidal embayment that is situated in a cyclone prone area. The tidal variations range up to 8 m with a mean tidal range of 3.7 m. The coastal area consists of mangrove fringes, sandy beaches, tidal flats, rocky shore platforms and coastal cliffs. The main morphological changes are movement of the sandbars and erosion of beaches and coastal cliffs. Sea level rise due to climate change and more intense cyclones and storm surges may exacerbate these processes with detrimental impacts on the coast and the adjacent city, particularly when occurring at high tide. To assist with coastal erosion management, a greater understanding of morphological changes is required. A two-dimensional depth averaged finite-element hydrodynamic model (RMA-2), coupled with a sediment transport model (RMA-11) from Resource Modelling Associates, have been used to deduce the sources and spatial patterns of sand erosion and deposition in the harbour. Geochemical analysis is also used to characterize the sand source(s). This paper presents hydrodynamic simulations focusing on culturally and recreationally significant beaches in Fannie Bay. Simulations indicate that the Cullen Bay sandbar is an indirect sand source replenishing Fannie Bay beaches. Respective geochemical results also show similar Rare Earth Element contents of the sand in the area. Considering the fast pace of development in and around Darwin Harbour, this study is essential in providing a fundamental understanding of coastal processes and to assist coastal and shoreline management in a tropical estuary. [ABSTRACT FROM AUTHOR]

Abstract: The fate of aquaculture wastes from a seacage farm within a pristine mangrove environment was studied. Seasonal and tidal differences were most important in determining water quality within receiving waters and obscured any nutrient enrichment effect by the farm. Farm wastes added significantly to the N budget status of the creek system, but overall water quality conformed to Queensland EPA Water Quality standards. Mangrove trees throughout the creek system contained 15N signatures traceable to aquaculture feeds, but the footprint of the farm itself was best indicated by the ratio of Zn:Li in sediments. The creek became hypoxic (<2mgl−1) during wet season low tides. Consequently, we recommended monitoring of water-column oxygen concentrations to warn of hypoxic conditions threatening to fish health, as well as Zn:Li ratios in sediment accumulation zones to determine the area of influence of the farm. [ABSTRACT FROM AUTHOR]

The hydrodynamic and sedimentary processes at the seabed are particularly relevant to wreck formation processes. In conjunction with archaeological work in 1997, seismic and sediment surveys were undertaken around the wreck site of the H.M.S. Pandora (1791), on the eastern edge of the Great Barrier Reef, northern Australia. Further, wave and current meters were deployed at the wreck site for a one-month period in order to characterize the local hydrodynamic regime. At the Pandora wreck site, tides occur twice daily, and have a stronger ebb tide than flood. The wreck is buried in sediments dominated by the remains of calcareous algae and foraminifera, and laboratory experiments on these sediments indicate that appreciable transport of sediment occurs at the site under the influence of large spring tides. Sedimentation is controlled by tidal and other unidirectional currents, except during major storm events when waves become important. Wreck disintegration can be considered using a model which relates the rate of wreck disintegration to sediment accumulation or removal. It is likely that the Pandora has undergone several episodes of burial and exposure, although further evidence is required to establish long-term cycles. [ABSTRACT FROM AUTHOR]