Government House Lecture Series: Early Childhood Development

Welcome back to the Government House Lecture Series podcast.

The latest edition explores the exciting topic of how to optimise early neurological development in children. In other words, how to build baby’s best brain, from conception to classroom.

We are grateful to our event partners, Ngala and Telethon Kids Institute for helping to make this event possible.

Our moderator – Ngala CEO, Fiona Beermier – guides an interactive discussion with our State’s leading scientists in this field who will share their research findings as well as practical steps for parents and carers. Tune in to hear about the Bright Tomorrows app that offers suggestions on activities you can do each day with your child to help their brain development, as well as the science behind it.

Other Resources

• Findings from the Western Australian ‘PLAY Spaces and Environments for Children’s Physical Activity’ Study (PLAYCE) – UWA
• School readiness is more than the child: a latent class analysis of child, family, school and community aspects of school readiness
• Transfers of disadvantage across three generations using latent class associations within families
• Universal child health and early education service use from birth through Kindergarten and developmental vulnerability in the Preparatory Year (age 5 years) in Tasmania, Australia
• Use of administrative record linkage to examine patterns of universal early childhood health and education service use from birth to Kindergarten (age four years) and developmental vulnerability in the Preparatory Year (age five years) in Tasmania, Australia
• Parental perspectives on children’s school readiness: An ethnographic study
• Associations between clusters of early life risk factors and developmental vulnerability at age 5: a retrospective cohort study using population-wide linkage of administrative data in Tasmania, Australia
• Childcare Use and Its Role in Indigenous Child Development: Evidence from the Longitudinal Study of Indigenous Children in Australia
• Patterns of Multiple Risk Exposures for Low Receptive Vocabulary Growth 4-8 Years in the Longitudinal Study of Australian Children
• Internet use and electronic gaming by children and adolescents with emotional and behavioural problems in Australia – results from the second Child and Adolescent Survey of Mental Health and Wellbeing
• Barriers to Parent–Child Book Reading in Early Childhood
• Key findings from the second Australian child and adolescent survey of mental health and wellbeing
• Maternal work–family conflict and psychological distress: reciprocal relationships over 8 years
• Patterns and Predictors of Language and Literacy Abilities 4-10 Years in the Longitudinal Study of Australian Children
• Social inequalities in childcare quality and their effects on children’s development at school entry: findings from the Longitudinal Study of Australian Children
• Playgroup Participation and Social Support Outcomes for Mothers of Young Children: A Longitudinal Cohort Study
• Quality of Childcare Influences Children’s Attentiveness and Emotional Regulation at School Entry
• Risk Factors for Low Receptive Vocabulary Abilities in the Preschool and Early School Years in the Longitudinal Study of Australian Children
• Parent–child book reading across early childhood and child vocabulary in the early school years: Findings from the Longitudinal Study of Australian Children
• Risk Factors for Children’s Receptive Vocabulary Development from Four to Eight Years in the Longitudinal Study of Australian Children 
• Delivery at 37 weeks’ gestation is associated with a higher risk for child behavioural problems

 

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