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Faculty of Social Sciences - Papers

Years

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Full-Text Articles in Education

The Relationship Between Neighbourhood Green Space And Child Mental Wellbeing Depends Upon Whom You Ask: Multilevel Evidence From 3083 Children Aged 12-13 Years, Xiaoqi Feng, Thomas E. Astell-Burt Jan 2017

The Relationship Between Neighbourhood Green Space And Child Mental Wellbeing Depends Upon Whom You Ask: Multilevel Evidence From 3083 Children Aged 12-13 Years, Xiaoqi Feng, Thomas E. Astell-Burt

Faculty of Social Sciences - Papers

Recent reviews of the rapidly growing scientific literature on neighbourhood green space and health show strong evidence for protective and restorative effects on mental wellbeing. However, multiple informants are common when reporting mental wellbeing in studies of children. Do different informants lead to different results? This study utilised nationally representative data on Goodman’s 25-item Strengths and Difficulties Questionnaire reported by 3083 children (aged 12–13 years old), and their parents and teachers. Multilevel models were used to investigate whether similar associations between child mental wellbeing (as measured using the total difficulties score and the internalising and externalising subscales) and ...


An Early Years Toolbox For Assessing Early Executive Function, Language, Self-Regulation, And Social Development: Validity, Reliability, And Preliminary Norms, Steven J. Howard, Edward Melhuish Jan 2017

An Early Years Toolbox For Assessing Early Executive Function, Language, Self-Regulation, And Social Development: Validity, Reliability, And Preliminary Norms, Steven J. Howard, Edward Melhuish

Faculty of Social Sciences - Papers

Several methods of assessing executive function (EF), self-regulation, language development, and social development in young children have been developed over previous decades. Yet new technologies make available methods of assessment not previously considered. In resolving conceptual and pragmatic limitations of existing tools, the Early Years Toolbox (EYT) offers substantial advantages for early assessment of language, EF, self-regulation, and social development. In the current study, results of our large-scale administration of this toolbox to 1,764 preschool and early primary school students indicated very good reliability, convergent validity with existing measures, and developmental sensitivity. Results were also suggestive of better capture ...


Growing Up In New Zealand: A Longitudinal Study Of New Zealand Children And Their Families. Now We Are Four: Describing The Preschool Years, Susan Morton, Cameron Grant, Sarah D. Berry, C G. Walker, Maria Corkin, Kien Ly, Teresa G. De Castro, Polly E. Atatoa Carr, Dinusha K. Bandara, Jatender Mohal, Amy L. Bird, Lisa Underwood, Jacinta Fa'alili-Fidow Jan 2017

Growing Up In New Zealand: A Longitudinal Study Of New Zealand Children And Their Families. Now We Are Four: Describing The Preschool Years, Susan Morton, Cameron Grant, Sarah D. Berry, C G. Walker, Maria Corkin, Kien Ly, Teresa G. De Castro, Polly E. Atatoa Carr, Dinusha K. Bandara, Jatender Mohal, Amy L. Bird, Lisa Underwood, Jacinta Fa'alili-Fidow

Faculty of Social Sciences - Papers

Now we are Four gives us a comprehensive look at how kiwi kids from the Growing Up in New Zealand study are faring. In particular, we can see how the situation of mothers changes when children pass from infancy to early childhood. The biggest shift for most children is that they now attend early childhood education, and most are reported to be generally happy and healthy and spending time getting to know their peers. This means that we also see greater employment of mothers, leading to improved economic circumstances for these households. Nearly half of this generation of mothers live ...


Adherence To Dietary Guidelines And Successful Aging Over 10 Years, Bamini Gopinath, Joanna Russell, Annette Kifley, Victoria M. Flood, Paul Mitchell Jan 2016

Adherence To Dietary Guidelines And Successful Aging Over 10 Years, Bamini Gopinath, Joanna Russell, Annette Kifley, Victoria M. Flood, Paul Mitchell

Faculty of Social Sciences - Papers

Background. We aimed to prospectively examine the relationship between overall diet quality (reflecting adherence to dietary guidelines) and successful aging in a population-based cohort of older adults. Methods. In this population-based cohort study, we analyzed 10-year follow-up data from 1,609 adults aged 49 years and older, who were free of cancer, coronary artery disease, and stroke at the baseline and who had complete dietary data. Dietary data were collected using a semiquantitative food frequency questionnaire. Total diet scores (TDS) were allocated for intake of selected food groups and nutrients for each participant as described in the national dietary guidelines ...


Nutritional Status, Biological Maturation And Cardiorespiratory Fitness In Azorean Youth Aged 11-15 Years, Manuel J. Coelho-E-Silva, Enio Vaz Ronque, Edilson S. Cyrino, Romulo A. Fernandes, Joao Valente-Dos-Santos, Aristides Machado-Rodrigues, Raul Martins, Antonio J. Figueiredo, Rute Santos, Robert M. Malina Jan 2013

Nutritional Status, Biological Maturation And Cardiorespiratory Fitness In Azorean Youth Aged 11-15 Years, Manuel J. Coelho-E-Silva, Enio Vaz Ronque, Edilson S. Cyrino, Romulo A. Fernandes, Joao Valente-Dos-Santos, Aristides Machado-Rodrigues, Raul Martins, Antonio J. Figueiredo, Rute Santos, Robert M. Malina

Faculty of Social Sciences - Papers

Background Sex and individual differences in biological maturity status can influence height, weight, and body fat. Thus, the rigorous control of these variables seems necessary for estimating overweight and obesity in adolescents. The aims of this study were to estimate the prevalence of overweight and obesity and over-fatness in Azorean adolescents and to examine the contributions of chronological age, sex, estimated maturity status, and cardiorespiratory fitness (CRF) to the risk of overweight and obesity and over-fatness. Methods The sample comprised 1,206 youth aged 11-15 years (626 boys and 580 girls) from the Azores Islands, Portugal. Body mass, stature, and ...


Grammar In The Early Years: A Games-Based Approach, Imogene Cochrane, Amelia Reece, Katie Ahearn, Pauline Jones Jan 2013

Grammar In The Early Years: A Games-Based Approach, Imogene Cochrane, Amelia Reece, Katie Ahearn, Pauline Jones

Faculty of Social Sciences - Papers

The Language strand of the Australian Curriculum: English provides scope for students to develop their understandings of how an author's purpose drives specific language choices in texts, including the use of a range of clause structures and word groups, and patterns of cohesion across texts (ACARA, 2013). This functionally oriented grammar content, and the metalanguage associated with it, needs to be explicitly taught so that students can confidently analyse the deliberate language choices made by authors, as well as make informed personal choices when developing and expressing ideas in their own texts. This paper will model the manner in ...


Ten Years On: A Follow-Up Review Of Erp Research In Attention-Deficit/Hyperactivity Disorder, Stuart J. Johnstone, Robert J. Barry, Adam R. Clarke Jan 2013

Ten Years On: A Follow-Up Review Of Erp Research In Attention-Deficit/Hyperactivity Disorder, Stuart J. Johnstone, Robert J. Barry, Adam R. Clarke

Faculty of Social Sciences - Papers

This article reviews the event-related potential (ERP) literature in relation to attention-deficit/hyperactivity disorder (AD/HD) over the years 2002-2012. ERP studies exploring various aspects of brain functioning in children and adolescents with AD/HD are reviewed, with a focus on group effects and interpretations in the domains of attention, inhibitory control, performance monitoring, non-pharmacological treatments, and ERP/energetics interactions. There has been a distinct shift in research intensity over the past 10 years, with a large increase in ERP studies conducted in the areas of inhibitory control and performance monitoring. Overall, the research has identified a substantial number of ...


Canadian Directive With Regard To Sedentary Behavior In Young Infants (0-4 Years), Mark S. Tremblay, Allana G. Leblanc, Valerie Carson, Louise Choquette, Sarah Conor Gorber, Carrie Dillman, Mary Duggan, Mary J. Gordon, Audrey Hicks, Ian Janssen, Michelle E. Kho, Amy E. Latimer-Cheung, Claire Leblanc, Kelly Murumets, Anthony D. Okely, John Reilly, Jodie A. Stearns, Brian W. Timmons, John C. Spence Jan 2012

Canadian Directive With Regard To Sedentary Behavior In Young Infants (0-4 Years), Mark S. Tremblay, Allana G. Leblanc, Valerie Carson, Louise Choquette, Sarah Conor Gorber, Carrie Dillman, Mary Duggan, Mary J. Gordon, Audrey Hicks, Ian Janssen, Michelle E. Kho, Amy E. Latimer-Cheung, Claire Leblanc, Kelly Murumets, Anthony D. Okely, John Reilly, Jodie A. Stearns, Brian W. Timmons, John C. Spence

Faculty of Social Sciences - Papers

The Canadian Society for Exercise Physiology (CSEP), with assistance from multiple partners, stakeholders, and researchers, developed the first Canadian Sedentary Behaviour Guidelines for the Early Years (aged 0-4 years). These national guidelines are in response to a call from health and health care professionals, child care providers, and fitness practitioners for guidance on sedentary behaviour in the early years. The guideline development process followed the Appraisal of Guidelines for Research Evaluation (AGREE) II framework. The recommendations are informed by evidence from a systematic review that examined the relationships between sedentary behaviour (predominantly screen time) and health indicators (healthy body weight ...


Early Years Experience And Longer-Term Child Development: Research And Implications For Policymaking, Edward Melhuish Jan 2011

Early Years Experience And Longer-Term Child Development: Research And Implications For Policymaking, Edward Melhuish

Faculty of Social Sciences - Papers

Why should we focus on the early years? One reason is the accumulation of evidence that indicates that the child's experience in the early years has profound consequences for later life. There are now many studies that present a consistent picture indicating that adversity in early life, such as frequently accompanies child poverty, is linked to: poor adult mental and physical health , adult mortality, anti-social and criminal behaviour, substance abuse and poor literacy and academic achievement.


Early Years Research And Policy, Edward Melhuish Jan 2011

Early Years Research And Policy, Edward Melhuish

Faculty of Social Sciences - Papers

Presentation made at The 9th Meeting of the OECD Network on Early Childhood Education and Care (ECEC) - "Family and Community Engagement", 4-5 July 2011, Paris, France.


Early Years Research And Implications For Policymaking: The Uk Experience, Edward Melhuish Jan 2011

Early Years Research And Implications For Policymaking: The Uk Experience, Edward Melhuish

Faculty of Social Sciences - Papers

Why should we focus on the early years? One reason is the accumulation of evidence that indicates that the child's experience in the early years has profound consequences for later life. There are now many studies that present a consistent picture indicating that adversity in early life, such as frequently accompanies child poverty, is linked to: poor adult mental and physical health , adult mortality, anti‐social and criminal behaviour, substance abuse and poor literacy and academic achievement.


The Early Years And Later Development: Evidence And Social Policy, Edward Melhuish Jan 2011

The Early Years And Later Development: Evidence And Social Policy, Edward Melhuish

Faculty of Social Sciences - Papers

Keynote address at the Growing Up in Ireland Annual Research Conference, 1 December 2011, Dublin, Ireland


Recovery From Bushfires: The Experience Of The 2003 Canberra Bushfires Three Years After, Peter J. Camilleri, Christine Healy, Elspeth M. Macdonald, Susan Nicholls, Jolyon Sykes, Gail Winkworth, Merrilyn Woodward Jan 2010

Recovery From Bushfires: The Experience Of The 2003 Canberra Bushfires Three Years After, Peter J. Camilleri, Christine Healy, Elspeth M. Macdonald, Susan Nicholls, Jolyon Sykes, Gail Winkworth, Merrilyn Woodward

Faculty of Social Sciences - Papers

Background and Aim The Canberra Bushfires were one of the largest single day natural disasters in Australian history. A group of researchers from across disciplines and sectors (Universities and Government) undertook a major project to study the experiences of people directly affected by the fires in the recovery process. The research team was interested in the longer term recovery experience (approximately three years following the event). The paper briefly outlines the research process, provides an overview of the findings on people's bushfire experiences, health and wellbeing, and views on what helped in individual and community recovery. Methods Sixteen hundred ...


Early Years Studies, Edward Melhuish Jan 2010

Early Years Studies, Edward Melhuish

Faculty of Social Sciences - Papers

Keynote address at the MRC Population Health Sciences Research Network/MRC Methodology Research Panel Workshop, 21 January 2010, London, United Kingdom


Promoting Equality In The Early Years: Report To The Equalities Review, Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart Jan 2007

Promoting Equality In The Early Years: Report To The Equalities Review, Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart

Faculty of Social Sciences - Papers

In March 2006 the Effective Pre-school and Primary Education Project (EPPE 3-11) team were asked to give evidence on 'Associations between the Pre-School, Home Learning Environment (HLE), Family SES, Ethnicity, Gender and SEN status of children and their attainment at age 7 years' to The Equalities Review team to help inform the consultation paper being prepared for the Cabinet Office. The EPPE team were subsequently commissioned to provide further evidence on equality and inequality in early years education and care. This report to The Equalities Review Team provides an evidential base for practical recommendations that can enhance the life chances ...


Identifying And Monitoring Changes In Special Educational Needs In The Early Years, Karen Hanna, Edward Melhuish, Louise Quinn, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart Jan 2005

Identifying And Monitoring Changes In Special Educational Needs In The Early Years, Karen Hanna, Edward Melhuish, Louise Quinn, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart

Faculty of Social Sciences - Papers

This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's ...


The Effective Provision Of Pre-School Education (Eppe) Project: Findings From The Early Primary Years, Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart Jan 2004

The Effective Provision Of Pre-School Education (Eppe) Project: Findings From The Early Primary Years, Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart

Faculty of Social Sciences - Papers

This brief focuses on the main findings related to pre-school effects on children's development up to age 7.


Where Is The Story?: Intertextual Reflections On Literary Research And Practices In The Early School Years, Pauline Harris, Jillian Trezise, W N. Winser Jan 2004

Where Is The Story?: Intertextual Reflections On Literary Research And Practices In The Early School Years, Pauline Harris, Jillian Trezise, W N. Winser

Faculty of Social Sciences - Papers

The authors gave the following talk at the 2003 NCTE Annual Convention in San Francisco upon receiving the Alan C. Purves Award, presented to the RTE article from the previous year's volume judged most likely to have an impact on classroom practice. Writing as lead author, Pauline Harris traces the history of her interest in children's intertextuality through her life as a classroom teacher, her doctoral studies in the Bay Area, and her recent work with colleagues Jillian Trezise and W. N. Winser in Australia. As they describe the impetus behind their award-winning article and suggest directions for ...


A Literature Review Of The Impact Of Early Years Provision On Young Children, With Emphasis Given To Children From Disadvantaged Backgrounds, Edward Melhuish Jan 2004

A Literature Review Of The Impact Of Early Years Provision On Young Children, With Emphasis Given To Children From Disadvantaged Backgrounds, Edward Melhuish

Faculty of Social Sciences - Papers

This report reviews international research on the impact of early years provision upon young children. Emphasis is given to work related to disadvantaged children. The issues of timing, duration, type, quality and quantity of early years provision are considered in terms of developmental effects upon children and when possible parents. An evaluative summary of the literature on cost benefit analyses of early years provision is also included. Conclusions tempered by the relative rigour and extensiveness of the evidence are produced. Early research was primarily concerned with whether children attending institutions developed differently from those not attending such centres. Later work ...


Case Studies Of Early Years Settings, Louise Quinn, Karen Hanna, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Kathy Sylva, Pam Sammons, Gillian Donnelly Jan 2004

Case Studies Of Early Years Settings, Louise Quinn, Karen Hanna, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Kathy Sylva, Pam Sammons, Gillian Donnelly

Faculty of Social Sciences - Papers

This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of ...


Cognitive And Social/Behavioural Development At 3-4 Years In Relation To Family Background, Edward Melhuish, Louise Quinn, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Kathleen Mcsherry, Mark Mccrory Jan 2001

Cognitive And Social/Behavioural Development At 3-4 Years In Relation To Family Background, Edward Melhuish, Louise Quinn, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Kathleen Mcsherry, Mark Mccrory

Faculty of Social Sciences - Papers

This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics ...


Learning Through Making In The Early Years, John Siraj-Blatchford, Iram Siraj-Blatchford Jan 1998

Learning Through Making In The Early Years, John Siraj-Blatchford, Iram Siraj-Blatchford

Faculty of Social Sciences - Papers

Fifty four five-year-old children in three London Primary Schools were tested using the British Ability Scales. Every 'product' of the children's construction work for the term was photographed. Three intervention groups were withdrawn from their classroom for one hour per week for focused instruction. 'Access only' groups were also withdrawn but were not provided with instruction. The children in the second control group received no additional experience of making beyond that normally provided in the classroom. A total of 450 products were constructed by the children during the intervention phase and each has been categorised from an analysis of ...


Effective Teaching In The Early Years: Fostering Children's Learning In Nurseries And In Infant Classes, Tricia David, Audrey Curtis, Iram Siraj-Blatchford Jan 1992

Effective Teaching In The Early Years: Fostering Children's Learning In Nurseries And In Infant Classes, Tricia David, Audrey Curtis, Iram Siraj-Blatchford

Faculty of Social Sciences - Papers

This report will consider three questions:- what do we know about how young children learn? • what do we know about life in early years classrooms and schools? • do we have a vision for the future, and how should early years teachers be educated and trained in order that they provide excellent education for all?