Bibliography - Child Development

This bibliography contains items on Child Development as it relates to:

Parent Education
Early Intervention

See also the separate bibliographies on Resources for Parents and Early Intervention.

Parent Education

Practical parenting: 1-5 years: leader's guide.
Camberwell, Vic: Australian Council for Educational Research, 1996, 243p, illus.

This kit has been developed to provide leaders of parent groups with a source of appropriate developmental and parenting information and as a guide to planning sessions. There is a separate Parent's Book. The kit gives background information required on how to run the course and work with groups when planning the course and planning a session. There are ten sessions, covering the following topics: styles of parenting; child development; communication; discipline; self-esteem; toddler problems; sexual development; managing changes; health issues; and play.

Amm, R: Juan, S
A parent education success story: the Parents As Teachers Program in the US and Australia.
Australian Journal of Early Childhood v.19 no.2 Jun 1994: p10-15

There is growing appreciation of the importance of parent education in the context of early childhood education and care services. A significant innovation in parent education has been 'parents as teachers' programs. The purpose of such programs is to foster optimal child development. The programs provide families with children in the 0-3 age group with timely and practical information for teaching young children important skills. This paper reports on 'parents as teachers' programs as they have emerged in Missouri, United States and in New South Wales. Parent education programs can play a significant role in quality early childhood programs. (Journal abstract)

Australian Parents Council Inc.
Collaborating for successful learning: the parent factor.
North Sydney, NSW: Australian Parents Council, 1995, 44p

This booklet sets out the process and results of an Australian Parents Council program aimed at encouraging parents to participate in their children's early literacy learning. The program, funded by the Commonwealth Department of Employment, Education and Training, consisted of three inter active weekly sessions, presented by parents for their parent peers. The sessions emphasised the importance of the role parents can play in their children's early literacy learning and provided information and opportunity for parents to discuss ways they can assist their own children's literacy learning.

Banham, V; Hanson, J; Higgins A; Jarrett, M
Parent-child communication and its perceived effects on the young child's developing self-concept.
In: Family futures: issues in research and policy, 7th Australian Institute of Family Studies Conference, Sydney, July 2000. Melbourne, Vic: Australian Institute of Family Studies, 2000, 34p, Online only (87K)
http://www.aifs.gov.au/institute/afrc7/banham.html

This study utilises the three main parenting styles - authoritarian, authoritative and permissive - as a framework for presenting storyboards to mothers and fathers of children 3 - 5 years of age. The storyboards depict mothers and fathers using the phrase 'how many times have I told you' whilst communicating with their young children. The data from the responses of the mothers and fathers are analysed to determine if mothers and fathers show any understanding of the impact of whether the context, manner (verbal and non-verbal) and intent of their communication through using this phrase have any effect on the young child's developing self-concept. It is envisaged that the study will identify the need for further parent education and training to raise awareness of the impact that mothers and fathers communication may have on their child's development of self concept especially in the first five years. (Author abstract, edited)

Bowes, J
Response of parents to parent education and support programs: a review of evaluation research on some key USA programs.
In: Family futures: issues in research and policy, 7th Australian Institute of Family Studies Conference, Sydney, July 2000. Melbourne, Vic: Australian Institute of Family Studies, 2000, 19p, Online only
http://www.aifs.gov.au/institute/afrc7/bowes.html

The paper reports on the findings of a recent investigation in the USA of parent support programs and the evaluation research associated with those programs. The primary question guiding the investigation was: What has been measured or recorded about parents' preferences for particular styles of program delivery or types of information about child development and parenting? The paper focuses on programs that target families with children aged 0-5 years and presents information about four key programs: Parents as teachers, the Even Start literacy program, the Home Instruction for Preschoolers (HIPPY) program and the Hawaii Healthy Start program. The findings of evaluations of the programs in terms of consequences for children and parents are presented in the context of the original question about parental response and changed parenting beliefs, attitudes and behaviour. The paper argues that we need to know more about the mediating effects of parental response to programs to help explain benefits that flow to children. We also need to know more about the community links of families and how these are affected, positively or negatively, by participation in such programs. An argument is also made for parental involvement in and input from the beginning of programs so that they are matched more closely to needs. A successful example is presented of designing information for parents about parenting and child development, the Wellness Guide, developed by the University of California, Berkeley. (Author abstract, edited)

Bowes, J
Parents' response to parent education: a review of selected parent education and support programs in the USA.
North Ryde, NSW: Institute of Early Childhood, Macquarie University, 2000, 633p, tables

In an attempt to document the features and outcomes of a range of parent education and support centres in the USA, this report draws together information from a range of written materials to produce a summary statement about 24 family support programs and the results of evaluations of those programs. Outcomes for children and for parents are considered and summaries of programs and evaluation results are provided in the appendix.

Burrett, J
But I want to stay with you... talking with children about separation and divorce.
East Roseville, NSW: Simon and Schuster (Australia) Pty Ltd, 1999, 158p

All parents go through some personal turmoil about the effects separation will have on their children. This book aims to teach parents how to talk with and respond to their children about separation, divorce and all of the accompanying family challenges. The book takes the reader through common separation related behaviour expressed by children and shows the most effective responses. It helps determine which behaviours are concerning and which are not, by linking children's social and emotional development generally with life in a family divided by a separation.

Cambodian Child Protection Interest Group
Resource kit for better parenting: in Cambodian (khmer)
Sydney: NSW Child Protection Council, 1999, 2 sound cassettes

This audio resource kit in the Khmer language was prepared by the Cambodian Child Protection Interest Group and funded by the New South Wales Child Protection Council. It provides information on parenting skills and child protection.

Cann, Warren; Mildon, Robyn
The Victorian Parenting Centre.
In: Strengthening every family: forum on supporting parents who have learning difficulties: proceedings of the Strengthening Every Family Forum, hosted by the Office of the Public Advocate and the Victorian Parenting Centre: the Hotel Y, Melbourne, 9th July 2003. Carlton, Vic: Victorian Parenting Centre, 2003, p68-83, Online only (whole proceedings 56K)
http://www.vicparenting.com.au/staging/files/30102003101034Proceedings%20of%20the%20 Strengthening%20every%20family%20forum.pdf

Parenting with learning difficulties is a major focus of the Victorian Parenting Centre's research and parenting programs. The authors describe the Centre's work and goals in this area, and the guiding principles in its support and interventions for parents with learning disabilities. They conclude that improving support for parents with a learning disability should not be a side issue in parenting education and support; rather, it should be considered a testing ground for parenting education services because what works well for parents with learning difficulties will also work well for parents in less demanding circumstances.

Dornau, G
Dads and developmental health.
Threshold no.75 Jan 2003: 18-19

The author describes a parenting program for fathers that focuses on their role in the family, and how the fathers were encouraged to participate. He discusses the importance of both parents' role in the child's developmental health.

Dornau, G
Children, father, families.
In: 8th Australian Institute of Family Studies Conference, Melbourne, 12-14 February 2003: proceedings. Melbourne, Vic: Australian Institute of Family Studies, 2003, 3p, Online only (PDF 20K)
http://www.aifs.gov.au/institute/afrc8/dornau.pdf

The author reports on a program run by Relationships Australia (Victoria) for first time fathers and their babies and primary school aged children. The program, focussing on the role of the father in families, includes such activities as child massage, playing with babies, and work life balance. The author outlines some of the research that points to the importance of parents in child development and summarises some of the feedback received about the program.

Eddy, Gus
Caravan Parks Pilot family crisis child care program: period March 2001-January 2003: final report.
Canberra, ACT: Department of Family and Community Services, 2003, 68p, and Online (PDF 248K)
http://www.facs.gov.au/internet/facsinternet.nsf/VIA/homelessness/$File/Family_Caravan_Parks_Pilot.pdf

The Caravan Parks Pilot project was initiated by the Department of Family and Community Services to identify policy and project implementation issues related to increasing support for disadvantaged families living in caravan parks and at risk of homelessness. The child care program established intensive supported playgroups in eight caravan parks over a two year period. This final report presents the key findings and recommendations that emerged from the Pilot in relation to the following areas: housing, income security, education, child care, parenting, children's development, community health and agency linkages.

Fraser, B J
Discipline in schools may provide lessons for families: a congruence of socially progressive ideals.
In: Barcan, A. R. and O'Flaherty, P. eds. Family, education and society: the Australian perspective. Canberra, ACT: Academy Press, 1995, p29-48

This paper presents a philosophy and set of ideals for families and primary schools in Australia. Ideals for managing and disciplining in families and schools are examined. The results of a survey on community attitudes on discipline and corporal punishment are presented and a pilot research project in a Melbourne primary school is surveyed and the results revealed.

Garden, C
Parents As First Teachers Programmme: enhancing children's potential.
In: Taylor, N. J. and Smith, A. B. eds. Enhancing children's potential: minimising risk and maximising resiliency: proceedings of the Children's Issues Centre Second Child and Family Policy Conference, 1997. Dunedin, NZ: Children's Issues Centre, 1998, p237-242, tables

Educational models and philosophies which are part of the range of New Zealand early childhood services are briefly considered in this paper which describes the Parents as First Teachers, or PAFT program. This program began in New Zealand in 1991, was based on research at the Harvard University preschool project, and is a three year, individualised parent education and support program that combines both education and health. The structure of PAFT is outlined in relation to personal visits, group meetings, health and development checks, and referral network. The management of the PAFT program and a profile of PAFT program participants are discussed, and critical features of effective parenting programs are identified.

Gray, J
The health and well-being of children in child care: a partnership between home and long daycare settings.
Unpublished, 1998, 5p. Paper presented at Changing families, challenging futures, 6th Australian Institute of Family Studies Conference, Melbourne, November 1998.

The National Childcare Accreditation Council, which administers the quality improvement system for long day care, has developed standards which include a focus on staff-parent communication and encourage the participation of parents in centres. This paper reports on the outcomes of seven parent focus groups (64 parents) in metropolitan Melbourne from February to November 1997. The parents all have children under five years who are in care for 35 - 50 hours per week. The objective of this study was to assess the needs of working families using long daycare in three areas: the communication between parents and staff about children's development, managing children when they are ill, and in connecting parents to other community based primary health care and family support services. Methodology is described and results are outlined, indicating that in Victoria, there are changes in service usage by families who are in the workforce with young children. This project will design a health promotion strategy aimed at developing the partnership between parents and staff in long daycare in communicating about children's health and development. (Author abstract, edited)

Grose, Michael
How to raise well-adjusted boys.
Balnarring, Vic: Michael Grose Presentations Pty Ltd, 2002, 30p and CD (DIY Parenting Program)

This program is part of a series on parenting which aims to teach parents techniques to positively impact on their children. A healthy ecology for children and young people promotes a strong sense of self, a sense of purpose and teamwork and a sense of self discipline. The challenge for parents and teachers is to value, model and embrace these three attributes: building children's confidence and self esteem; building a sense of teamwork; and building self discipline. The program examines the nature of boys, working with developmental differences, the effect of birth order, the learning process, and dealing with boisterous active behaviour.

Grose, Michael
Boosting children's self-esteem through encouragement.
Balnarring, Vic: Michael Grose Presentations Pty Ltd, 2003, 32p and CD (DIY Parenting Program)

Targeting parents of children of all ages, this program is part of a series on parenting. It aims to assist parents in boosting their children's self esteem through encouragement. The program provides an overview of self esteem and discusses the development of self esteem at different childhood stages. The author talks about the need for parents to build their own self esteem before they can build their child's self esteem, and the importance of differentiating when encouragement rather than praise is appropriate. Part of the program is aimed at helping children rise to new challenges in their lives and in permitting them to make mistakes.

Grose, Michael
How to raise fantastic kids that others will rave about.
Balnarring, Vic: Michael Grose Presentations Pty Ltd, 2003, 38p and CD (DIY Parenting Program)

This program is part of a series on parenting which aims to build: children's confidence and self esteem; a sense of teamwork; and self discipline. It is designed for parents of children of all ages. The program is divided into the following sections: Why are children so different? Developing confidence and self esteem in children; Developing teamwork; Managing children's behaviour; and Putting it all together - developing a parenting plan.

Hayes, D
Nobody told me! The impact of shame in multi-generational family systems and parenting practices.
Cowes, Vic: Pacific-Downunder, 2nd ed., 2001, 194p

This is a training and resource manual for parent educators, counsellors, therapists, health professionals and all those with influence over and responsibility for the children of today and parents of tomorrow. The manual is directed at breaking the multi generational cycle of parenting practices that foster shame in children. The author examines the effect of shame on child development, linking it to low self esteem manifested in problems such as suicide, eating disorders, substance addiction and anti social behaviour. The manual can be used as a resource for individual parents to help them reflect on how to break the patterns of their own upbringing and promote self esteem in their children, or it can be used as a course program for group sessions.

Jenkin, C; McGenniss, A
A parent's treasure chest: exploring the path to resilience.
Canberra, ACT: Department of Health and Aged Care, 2000, 52p, illus.

This booklet explains the meaning and significance of resilience to families. It offers information that will help parents and their children learn how to bounce back from adversity, cope with change, survive disappointment and manage crises. The ideas and suggestions in this book are based on principles of building good relationships between parents and children, and in developing a sense of hope, future and well being in families.

Keltner, B R; Wise, L A; Taylor, G
Mothers with intellectual limitations and their 2-year-old children's developmental outcomes.
Journal of Intellectual and Developmental Disability v.24 no.1 Mar 1999: 45-57, tables

Developmental disability in children from disadvantaged environments is a substantial public health concern, with long term consequences for families and society due to the demand for specialised therapeutic and support services. Mothers with an intellectual disability are a subgroup of low income families, whose children are at risk for developmental delays, amongst other concerns. This article reports on a study which aims to describe and quantify the risk for developmental delay in young children born to women with intellectual limitations, and to control for the added effects of poverty. While the authors determined that children born to mothers with intellectual limitations were more likely to experience developmental disability, they found that poverty is not a main effect risk factor for children born to mothers with intellectual limitations. Rather, some mothers with intellectual limitations need specific parenting support to promote the development of their children.

Linke, P; Fleer, M
Babies: good beginnings last forever.
Watson, ACT: Australian Early Childhood Association, 2002, 18p (Research in practice series)

Research into both brain development and infant relationships stresses the importance of sensitive, responsive relationships to aid the child's emotional, social and cognitive development. This booklet is designed to help parents care for infants less than one year old. It discusses responsive communication with infants, and suggests games to be played with babies of different ages.

Llewellyn, G; Grace-Dunn, R; Dibden, M
As children grow older: into the future for parents with intellectual disability.
In: Changing families, challenging futures, 6th Australian Institute of Family Studies Conference, Melbourne, November 1998. Melbourne, Vic: Australian Institute of Family Studies, 1998, 12p, tables, Online only
http://www.aifs.gov.au/institute/afrc6papers/llewellyn.html

The management of disability and parenting is becoming a major social issue with the increasing numbers of parents requiring support services attracting media attention. Research interest in families where one or both parents have a disability, particularly intellectual disability, has also increased. Most studies however only address the needs of these families when their children are young. What the future holds for these families is often of more interest to service providers, family members, court personnel and parents themselves. Supported by funding from Department of Human Services Victoria the authors have explored the experiences of parents with intellectual disability who have primary and early high school age children (6-13). They have also conducted focus groups and interviews in NSW and Victoria on this topic with disability, care and protection and family support agencies. Building on this material, the parenting education literature and parent training manuals the authors have developed a workers' manual for disability and mainstream workers supporting parents with intellectual disability and older children. In this presentation they address the issues raised by parents and service providers and compare and contrast these with the reported concerns of parents generally with children in this age group. They plan to highlight the need for workers to be more conversant with parenting issues at particular developmental stages - and to be skilled in addressing these - rather than only taking a disability-focused approach to these parents and their children. (Author abstract)

Long, C
Early intervention: home visits and parenting centres.
In: Children, Young People and Communities: the Future is in Our Hands: conference proceedings. Hobart, Tas: Division of Child, Youth and Family Support, Department of Health and Human Services, 2001, p18-20

This paper consists of a series of points highlighting areas in which early intervention efforts in child rearing can be effective. The author raises issues related to home visiting, including outcomes and useful tools, and new parent groups and the role of nurses. She also points to the way in which parenting centres and other services, such as telephone help lines, can help new parents with issues such as breastfeeding, and sleep patterns.

McGurk, H
Director's report.
Family Matters no.45 Spring - Summer 1996: 2-4, and Online (207K)
http://www.aifs.gov.au/institute/pubs/fm/fm45hm.pdf

In his report the author examines different principles involved in parent education. He discusses two opposing concepts: parenting without parenthood, by which he means the attempt to attribute child outcomes to the responsibility of parents, without regard to social and economic circumstances or to the value and status which society attaches to the parenting role; and parenthood without parenting, by which he refers to the analysis of child maltreatment, juvenile crime and similar problems in terms of the pressures which poverty, unemployment, poor housing, racial discrimination and ill health create for parents. The author states that a full understanding of the processes and outcomes of rearing children in contemporary society requires that consideration be given both to parenting and parenthood. It is an inclusive approach to understanding family and child development, where there is no one model for successfully rearing children but a wide variety of modes and models. He notes the need for research to inform understanding of the ways in which individual, social and economic factors combine to influence how children are being looked after in families and to provide the basis for an approach to identify the needs of parents who are not coping successfully with child rearing and need more support.

McNamara, J
Creative play: helping parents discover the importance of play and how to create inexpensive toys.
Concord West, NSW: Family Support Services Association of NSW, 1996, 26p (Group Work collection; no.4)

This program has been designed for parents with preschool aged children, particularly parents who are experiencing stress and/or are on low incomes. It shows how they can create economical toys for their young children using recycled materials found in the home. The program develops parents' understanding of their preschool children's needs in relation to play and encourages positive interaction between parents and children.

Newbury, J
What if? ... Beyond stranger danger.
ISA Journal (Incest Survivors Association) Autumn 1998: 17,19

Do we want children to view all strangers as dangerous people? This article deals with parents' fears and the 'what if' questions they have in relation to their children's safety, and suggests that these questions can be addressed using Protective Behaviours as a guide. The Protective Behaviours program has been taught around the world for over ten years. It is a problem solving approach that individuals can learn to help keep themselves physically and emotionally safe. The article outlines the core ideas and strategies that make up the program, and discusses the two themes on which Protective Behaviours is based: everyone has the right to feel safe all of the time; and there is nothing so awful that it cannot be talked about with someone.

Ochiltree, G
The first three years: an opinion on the need for and direction of early childhood interventions to improve the life chances of children in disadvantaged families.
Fitzroy, Vic: Brotherhood of St. Laurence, 1999, 46p

The Brotherhood of St Laurence is concerned that some young children from low income and disadvantaged backgrounds are unable to benefit from the educational opportunities available to them at school to the same extent as children from more advantaged families. The Brotherhood is concerned that this disadvantage may persist in the child's school years and beyond. In response to this concern, the author was asked to examine three questions: 1. Which children need extra supports and interventions in early childhood to ensure that low income or other aspects of family background do not markedly limit their life chances? The influence on a child's educational opportunities of poverty, a non English speaking background (NESB), disability, as well as other factors are discussed. Also discussed is education and early childhood development, resilience in children, informal education and the importance of the first three years of life. 2. What supports or interventions are most needed and why? In this section the author examines existing services supporting families with preschool children, parenting education, trends in services to mothers and preschool children in Victoria, interventions for children at risk, and improving educational opportunities for disadvantaged children. The US based Head Start Program is discussed. 3. How can the Brotherhood best contribute to reducing the lifetime disadvantages of children from low income families through initiatives in service practice, policy development or public advocacy? Here the author focuses on the importance of acquiring literacy.

Paull, T M
Parenting Skills Program: a resource for parent educators.
Dandenong, Vic: Dandenong Valley Family Care, 1986, 133p

The Parenting Skills Program is a low-key program that has been developed from the observations that for many parents, the systematic exposure to parenting skills and ideas, together with the opportunity to share feelings and experiences, is needed to promote healthy parenting. The program aims to gain knowledge of each participant's present dilemmas in parenting and to use this knowledge as a stepping stone for imparting further knowledge, to impart knowledge of skills of child development and management, to enhance problem-solving capacities for parents and to increase parent awareness and understanding of parent-child relationships.

Porter, Margaret; Witham, Patricia
HAPPI evaluation report: an evaluation of the Centacare Homeless and Parenting Program Initiative, South Australia.
Canberra, ACT: Department of Family and Community Services, 2003, 68p, tables, figures, Online (PDF 207K)
http://www.facs.gov.au/internet/facsinternet.nsf/VIA/homelessness/$File/HAPPI_Evaluation.pdf

Centacare's Homeless and Parenting Program Initiative (HAPPI) is a mobile service working with families who are homeless or at risk of homelessness within the Adelaide metropolitan area. It is based on an intervention model and aims to assist families requiring help with parenting support and skills development. It targets children up to the age of twelve, and was designed to include a significant focus on Aboriginal families and children. This report presents an evaluation of the program, an overview of its position in relation to broader service delivery to homeless families in South Australia, and a comparison with the findings and experience of similar programs elsewhere. The report provides background information, a literature review, the evaluation methodology and results, summary, conclusions and recommendations. The appendices include the client and agency questionnaires used in the evaluation.

Radford, Caroline
Ngala's Sleep on Satelite project.
In: Connecting families and communities: conference proceedings: Family Services Australia National Conference October 2002. Deakin, ACT: Family Services Australia, 2002, p70-72

The Sleep on Satellite project aims to work with local communities and build on existing infrastructure to provide support for families and develop family functioning with an emphasis on early childhood and parenting. The first component of the project involves satellite broadcasts of parent education programs to parents living in rural and remote Western Australia which focused on sleep and child development. The second component is a professional development program to support health and family support workers located in rural and remote areas. The project uses action research to generate data on effective practice and focuses on prevention and early intervention strategies. The author outlines the benefits of the project and the research process.

Ralston, Gina
Adults and parent education.
Threshold no.81 Jul 2004: 31

Parents play a very significant role in children's development and parent educators have an opportunity to indirectly affect outcomes for children. This article evaluates parent education, indicates the ways its success can be enhanced, and the essential elements that parent educators must understand.

Rolfe, S A
Promoting resilience in children.
Watson, ACT: Australian Early Childhood Association, 2002, 18p (Research in practice series)

The author, drawing on field research, explains how resilient children cope better with difficult periods in life. These children tend to be optimistic and self assured. The author discusses how to build resilience in children by forming secure and caring relationships with them and also by encouraging them to be increasingly autonomous. The book is designed to help parents, teachers and carers promote resilience in children.

Royal Children's Hospital (Melbourne, Vic). Centre for Community Child Health and Ambulatory Paediatrics
Childcare and children's health: health information for childcare staff and families.
Melbourne, Vic: Centre for Community Child Health and Ambulatory Paediatrics, Royal Children's Hospital, 1997, 1 v. (looseleaf)

The aim of this publication is to assist centres and parents in their management of children's health and development. The resource is part of a national child health strategy, including publications and staff training developed by the Centre for Community Child Health and Ambulatory Paediatrics, Royal Children's Hospital, Melbourne. The project is supported by Johnson & Johnson, and the National Childcare Accreditation Council. Information is presented as fact sheets which can be photocopied to give out to parents when questions are raised about children's health and development. Topics covered to date include: use of paracetamol; fever; cough and cold medications; gastroenteritis and child care; recognition of serious illness in infants and children; childcare and nutrition; childcare and special diets; immunisation and child care; teething; social play and toddlers.

Sanders, Matthew R; Markie-Dadds, Carol; Turner, Karen M T; Ralph, Alan
Using the Triple P system of intervention to prevent behavioural problems in children and adolescents.
In: Barrett, Paula M. and Ollendick, Thomas H. eds. Handbook of interventions that work with children and adolescents: prevention and treatment. Chichester, England: Wiley, 2004, p489-516, tables

Inadequate or dysfunctional parenting practices are now recognised as contributing factors in many mental health, educational and social problems in children and adolescents. The authors present the Triple P parenting program, a multilevel system of parenting and family support that aims to prevent severe behavioural, emotional and developmental problems in children. The program's five levels of intervention are explained, along with its theoretical basis, effectiveness and delivery formats.

South Australian Health Commission. Child and Youth Health
Practical parenting: 1-5 years.
Camberwell, Vic: Australian Council for Educational Research, 1996, 151p, illus.

This book contains information about children's development and behaviour and ideas about ways to help children move from one stage to another in their development. It offers guidelines for dealing with different situations which arise in families, and covers styles of parenting; communication; discipline; self esteem; sexual development; managing changes; health and safety; and play.

Strom, R D; Strom, P S
Parent and adolescent relationships in Japan and the United States.
Journal of Family Studies v.8 no.1 Apr 2002: 91-105

The success of any society depends upon how well parents perform their role. Mothers and fathers living in technological cultures believe this task becomes more difficult and less satisfying when children reach adolescence. Confusion over ways in which family relationships should change is confirmed by many adolescents who report that parents do not understand them. Education for parents should consist of knowledge that is sequenced to match the development of their children from birth through adolescence. One step toward achieving this goal involves finding out the strengths and learning needs of parents as perceived by themselves and adolescents. Specifically, (a) How well do parents communicate with their children? (b) How well do parents manage time? (c) How well do parents teach what is expected of them? (d) How well do parents cope with frustrations? (e) How satisfied are parents with their role? and, (f) How well do parents know the needs of individual children? Responses to these questions are needed for an accurate portrayal of parent competence and to learn how they influence children. This paper shows how Japanese mothers and adolescents compare with American mothers, fathers, and adolescents in their assessment of parent performance. (Journal abstract)

Tarrant, L
Programmes which support parents with infants and young children in Aotearoa/New Zealand.
Childrenz Issues v.6 no.2 2002: 28-29

Parents as First Teachers, and Family Start are two New Zealand government funded programs. Both of these programs are concerned with early intervention, and introduce parents to information, activities, ideas and child development knowledge. They explain to parents the impact of early experiences on children's development and other implications of neuroscience. This article provides an overview of each of the programs, and discusses the need to encourage a positive relationship between the parent educator and the parent or caregiver.

Victoria. Department of Human Services
The launch of the Victorian Government's parent support initiatives: information kit.
Melbourne, Vic: Department of Human Services, 1996, 1 portfolio

The kit contains information for parents presented in a range of booklets and leaflets, including the following: A guide to services for children and families in Victoria (3rd edition, 71p); Positive parenting (22p booklet prepared by Matthew Sanders, Carol Markie-Dadds and Karen Turner of the Behaviour Research and Therapy Centre, University of Queensland, in conjunction with the Department); Positive Parenting Program : information for parents (leaflet); Family and Neighbourhood Links Newsletter; information bulletins from Office of the Family Parenting Services Unit; numerous leaflets on Positive Parenting covering a range of topics relating to child behaviour and personality and parenting.

Wight-Boycott, N
Spoken language development in pre-school and primary school aged children.
Kensington, NSW: Foundation for Child and Youth Studies, Education and Research Unit, 1985, 10p (Selected papers/ Foundation for Child and Youth Studies; no.38)

This paper presents developmental norms for spoken language development in children from the age of three to twelve years. Ideas for language enrichment for parents and teachers are presented. A model is presented which relates spoken language to reading and writing skills.

Early Intervention

Getting in early: reaping the rewards of early intervention.
Rattler no.76 Spring 2003: 18-20

Research supports the social and economic value of early intervention initiatives, showing that government funding of child development programs saves later expenditure on child abuse prevention, health, crime prevention and other social problems. This article describes a range of early intervention initiatives being undertaken by the NSW Department of Community Services (DOCS) to support vulnerable families and protect children and young people. The Health Promoting Early Childhood Program is described, along with DOCS' role in the whole of government Families First initiative. Projects and programs within Families First include measures to support parents who were victims of child abuse, early intervention programs targeting Indigenous families, and men's groups and fathering programs. The effectiveness of multi agency programs is discussed.

Early learnings.
Melbourne, Vic: Telstra Foundation, 2004, 55p, (Research report v.01, 2004), and Online (PDF 1.2MG)
http://www.telstrafoundation.com.au/dir148/tfweb.nsf/ab3aaf3f1403bc3aca256a850037217e/82b37f0e6f98da434a256dcb00382b92/$FILE/ATTE5S1V/Telstra%20Early%20Learnings.pdf

This report contains an evaluation by the Australian Institute of Family Studies of some of the early childhood development projects supported by the Telstra Foundation's Community Development Fund in the two years since its establishment in April 2002. The projects are: Good Beginnings Latrobe in Moe, Victoria; the East End Community Project in Mildura, Victoria; the First Five Years project in inner Sydney; Growth and Recovery for Emotionally Abused and Traumatised (GREAT) Kids program in Victoria; Mentor Mothers in the Community; the National Self Help Network; Operation 180 Degrees at Quakers Hill, Sydney; Siblings Australia in Adelaide; Substance Use in Pregnancy and Parenting in NSW; Supporting Children in Victoria; At Home with Books in Canberra; Babies Love Books Too on the Mornington Peninsula, Victoria; Let's Read; and Support at Home for Early Language and Literacy in Wyong and Windale, NSW.

Brewer, L
Early intervention in Australia today.
Every Child v.1 no.4 Winter 1995: 10-11

Early intervention refers to a wide range of services for young children with special needs. The author outlines the objectives of early intervention which are to: promote optimal growth and development of infants and young children with disability and/or developmental delay; empower families; and promote acceptance and support of children and their families.

Brown, M; Putt, J
Early intervention: crime prevention.
Canberra, ACT: Australian Institute of Criminology, Previous Conferences - Paper presented at the Children and Crime: Victims and Offenders Conference convened by the Australian Institute of Criminology, Brisbane, June 1999, 8p, Online only (24K)
http://www.aic.gov.au/conferences/children/brown.pdf

Developmental crime prevention focuses on a range of social and individual factors that impinge on children's development, thereby encompassing a broad array of programs and interventions. In order to present a brief overview of the concept of developmental crime prevention, this paper summarises the key findings and recommendations of the Pathways to Prevention research undertaken by a consortium of academics for National Crime Prevention. The paper discusses the implications of the report for future service provision and policy direction in both government and non-government sectors. Findings cover issues of: risk and protective factors; abuse and neglect; transition points; existing programs; and areas for improvement.

Cashmore, J
Family, early development and the life course: common risk and protective factors in pathways to prevention.
In: Eckersley, R., Dixon, J. and Douglas, B. eds. The social origins of health and well-being. Melbourne, Vic: Cambridge University Press, 2001, p216-224, table

The author discusses child development in terms of pathways and transitions. She considers how a developmental approach recognising transition points and pathways could be used in preventive intervention services to identify risk factors and avoid adverse outcomes. She concludes that the developmental approach to prevention is applicable to a range of social problem areas, and lends itself to a coordinated approach to prevention, early intervention and evaluation.

Chau, H; Richdale, A; Gavidia-Payne, S
A study of young children with autism and related disorders in early intervention.
In: Early Childhood Matters Conference - Starting Strong - making the most of the first eight years: conference papers. Melbourne, Vic: Department of Human Services, 2002, 6p, Online (254K)
http://www.dhs.vic.gov.au/earlychildhoodmatters/docs/conference_papers/session10bchau.pdf

In general, the prognosis for individuals with autism is poor. However, the authors note, recent early intervention research suggests that children with autism have made noticeable progress in developmental outcomes following particpation in intensive programs. They report the findings of research which aimed to examine the approaches and methods of practice of early intervention in Victoria in relation to autism, and to identify relationships among program variables, child variables, family variables, and treatment outcomes within the centre or the home settings.

Chevalier, Paula; Wilson, Karen; Sanson, Ann; Morehead, Alison
Long-term research program for LSAC.
In: Families Matter: 9th Australian Institute of Family Studies Conference, Melbourne, February 2005 - proceedings. Melbourne, Vic: Australian Institute of Family Studies, 2005, 8p, Online only
http://www.aifs.gov.au/institute/afrc9/chevalier.html

This paper first outlines the current policy environment in which the Longitudinal Study of Australian Children (LSAC) project currently operates. The intention is to provide a sense of some of the issues that the Government is grappling with in relation to children and their families. The paper describes some of the policy agendas which are of relevance to LSAC, and where LSAC will be able to make a contribution. It then provides an overview of the long-term research program for LSAC, explaining how the study will be used to address some of the issues that have been outlined.

Davies, E; Wood, B; Stephens, R
From rhetoric to action: a case for a comprehensive community-based initiative to improve developmental outcomes for disadvantaged children.
Social Policy Journal of New Zealand no.19 Dec 2002: 28-47

This paper aims to demonstrate the urgency of the need to combat child poverty in New Zealand and to action evidence-based strategies to improve outcomes for disadvantaged children. The objective is to promote the development of child-centred policies that will help to eliminate the conditions that create poverty. The paper reports on factors identified in reviews as being key components of successful programmes that intervene early in the lives of children and families to promote positive childhood outcomes. It describes the community-based Sure Start initiative currently being implemented and evaluated in England. It argues that a similarly resourced, community-based initiative could go a long way towards achieving improved outcomes for young children. In the opinion of the authors, it is timely to take a long-term strategic approach to defining social and economic priorities, by putting resources behind thoughtful- policies and practices to promote the well-being of children, and thereby the future of the nation's development. (Journal abstract)

Dennehy, S
Looking forward for early childhood intervention programs.
Taralye Bulletin v.19 no.2 2001: 4-6

Research over the last five years supports the three main tenets held for many years by practitioners working in the field of early childhood intervention for families of children with impaired hearing: the importance of early detection and diagnosis of hearing loss; the need for high-quality early childhood intervention programs; and, the fundamental role of families in the overall development of their hearing impaired children. Examples of intervention programs and their effectiveness and the support needs of families are discussed.

Drielsma, Paul
The case for universal approaches in early childhood intervention services: lessons from the 'Gradient Story'.
In: Ninth Australasian Conference on Child Abuse and Neglect, November 2003: Many Voices, Many Choices - ACCAN papers and presentations. Sydney, NSW: Department of Community Services, 16p, Online only (PDF 374K)
http://www.community.nsw.gov.au/documents/accan/papers/2S4D-2.pdf

Socioeconomic gradients strongly correlate with an array of socially and developmentally significant indicators for young children. This has led to a redefining of how best to target those most in need in terms of positive outcomes and sustained effectiveness across a whole population over time. Such a redefinition has challenged traditional methodologies which would start with risk and high-needs assessments as 'entry' criteria for access to services and replaces these methodologies with approaches that utilise universal access. (Author abstract)

Elliott, A
Supporting inclusion and early intervention in rural and remote communities.
Every Child v.8 no.2 Autumn 2002: 8-9

Raising a child with a developmental delay or behavioural problem can be challenging for any parent but for parents in isolated areas the challenge is often even greater. The author investigates the toll of limited resources on children and the importance of ongoing training for service staff and families in isolated communities. Also included are descriptions of two services providing inclusion support and early intervention in Queensland and the Northern Territory.

Farran, D C
The importance of experience for the human brain: why intervention is so important in risk situation.
Childrenz Issues v.6 no.2 2002: 7-11,29, figures

The fact that early experiences are important for development is indisputable, according to the author. Evidence exists of the power of the environment in changing developmental outcomes for the better for individuals. Experiences of early adoption, early and positive mothering, higher maternal education and exposure to life changing possibilities as an adult have been associated with major changes in individual functioning. The author argues that children are active learners from their total environments, including both positive and negative aspects.

Hayes, A
Early intervention beyond 2000.
In: Wyver, S. R., Cross, T. G. and Lewis, G. eds. Selected papers from three child development conferences. North Ryde, NSW: Centre for Child Development, Macquarie University, l997, p3-12

This paper has two major premises. The first is that the numbers of children and families requiring support from early childhood special education services are likely to increase exponentially as the medium to longer term 'structural' effects of the current recession on the development of children and families unfold. The second is that new, or at least considerably modified, service orientations and approaches will be required to meet this growing set of needs that will confront the nation into the next century. It is argued that the knowledge and skills of early childhood special educations have much to contribute to the growing set of needs for family support and early intervention that will flow from the current social and economic circumstances confronting Australian communities. Following analysis of the two dominant approaches to early intervention in this country, direct instructional and milieu approaches, with consideration of illustrative examples of Australian programs, a brief overview is provided of the current 'state of the nation', as it experiences protracted economic recession. The impact of demographic changes on the scope of the problems to confront early childhood special educators is then considered, emphasising the increase in the numbers of children at risk and their increasing life expectancy. The links between social adversity and developmental risk are outlined before the implications of the argument for early childhood special education are sketched. The complexities contributed by the differential vulnerability and resilience of children confronting similar adversity are highlighted. The paper concludes that the challenge confronting current and future service professionals and policy makers will be considerable.

Hertzman, C
An early child development strategy for Australia? Lessons from Canada.
Brisbane, Qld: Commission for Children and Young People, 8p (Issue paper no.1), and Online (PDF 142K)
http://www.childcomm.qld.gov.au/pdf/publications/issues/issue_one_paper.pdf

The author first outlines several characteristics that Canada and Australia share that make the Canadian experience in early child development relevant to Australia at a time when it, too, is considering making a social investment in early childhood. He then sets out the scientific background in terms of population health and early child development; describes recent progress in Canada towards improving outcomes for children; and discusses how understandings of the determinants of healthy child development might be reflected in an early child development strategy.

Jordan, Rita
Meeting the needs of children with autistic spectrum disorders in the early years.
Australian Journal of Early Childhood v.29 no.3 Sept 2004: 1-7, table

The spectrum of autistic disorders is now known to be far more prevalent than previously thought and diagnosis is being made at earlier ages. There is also a consensus that early intervention and support can have a significant impact on the quality of life for individuals and their families. This presents the problem of how to organise effective education and support in the early years. This paper analyses some of these issues and makes the case for considering a principled eclectic approach, including the best aspects of some specialist approaches, to meet these very individual needs. (Journal abstract)

Krsevan, K
Putting families first in New South Wales.
Rattler no.54 Winter 2000: 8-9

Families First is a strategy initiated by the NSW government aimed at strengthening and coordinating prevention and early intervention support to families, with the end result of improving the life outcomes for their children. The strategy was influenced by the growing body of research which indicates that the first three years of a child's life are crucial in developing. This article provides information in how the strategy is being imlemented and how it relates to the children's services sector.

Mackay, R
Family resilience and good child outcomes: an overview of the research literature.
Social Policy Journal of New Zealand no.20 Jun 2003: 98-118

A review of the international research literature on family resilience shows that processes that operate at the family level - including strong emotional bonds, effective patterns of communication, the use of coping strategies and family belief systems, especially those based on spiritual or religious values - are important means by which families manage to cope with adversity. Positive parenting is a key influence on children's development, especially in adverse financial circumstances. Wider family involvement can also assist families to cope with stress. In particular, non-resident fathers and other father figures have an important role to play in promoting the development of children in lone-mother families, while the burden of teenage parenthood can be eased by multi-generational co-residence. On the question of whether it is possible to inculcate resilience in families, evidence from a range of recent evaluations of selected intervention programmes shows that approaches that work best are those that involve early intervention, that are sensitive to families' cultures and values and that assist in relieving families' ecological stresses. (Journal abstract)

McIntosh, Jennifer
Children living with domestic violence: research foundations for early intervention.
Journal of Family Studies v.9 no.2 Oct 2003: 219-234

The impact of violence between parents or caregivers on a child's inner world is complex. Over recent years, researchers have gained vital knowledge about the workings of trauma in children induced by family violence. Of particular power has been definitive evidence about the potential for interspousal trauma to disrupt neurological and biochemical pathways in the developing child. From their respective vantage points, clinicians and researchers name the imperative for the early identification of children traumatised by domestic violence, in the service of preventing acute trauma symptoms from becoming embedded in development, at all levels of the child's functioning. This paper reviews recent evidence about the developmental impact on children of living in violent homes, with the aim of establishing a research-based rationale for early intervention. (Journal abstract)

McLoughlin, J; Nagorcka, J
Sooner not later: an international literature and program review of early childhood initiatives for disadvantaged families.
Fitzroy, Vic: Brotherhood of St Laurence and Centre for Community Child Health, 2000, 93p

This report presents the findings of phase one of the First Three Years Project, an initiative of the Brotherhood of St Laurence. The report provides an introduction to the project and a description of the methodology; a literature review which considered high quality longitudinal studies and studies of relevant interventions; a report of a national survey of family and children's services operating in the first three years of life; and a report on consultations. The report draws attention not to single models but to some important service development principles and practice elements which can be built into not only existing Brotherhood programs but which can in turn inform the broader service contexts.

Meade, A
Remembering: knowing the moment cannot be repeated.
Childrenz Issues v.6 no.2 2002: 12-17, tables

In this paper, the author summarises studies from developmental neuroscience and medical research, and early childhood development and early childhood education research from a variety of disciplines. She found that while there is considerable overlap between the medical and social science findings, there are differences between countries on the effects of early childhood education. The author outlines some of the research findings in developmental neuroscience that have significance for early childhood education, and concludes that children's living and learning environments are of great importance. Also included is a discussion about some of the findings about young children's learning and development from international child development and early childhood education research. The author provides an overview of the Competent Children Project, which has studied the effects of home, early childhood education and school on children's competencies, and argues for targeted early childhood intervention to facilitate emotional and cognitive development.

New South Wales. Commission for Children and Young People; Queensland. Commission for Children and Young People; National Investment for the Early Years (NIFTeY)
A head start for Australia: an early years framework.
Surry Hills, NSW: NSW Commission for Children and Young People, 2004, 57p, tables, figures, Online (PDF 975K)
http://www.kids.nsw.gov.au/publications/early_years.html (HTML);
http://www.kids.nsw.gov.au/files/headstart_full.pdf (PDF 975K)

Development of this early years framework was jointly undertaken by the NSW Commission for Children and Young People, the Commission for Children and Young People (Qld) and the National Investment for the Early Years (NIFTeY). The framework is intended to support actions for positive outcomes for child development across a range of areas; not only health, welfare and education, but also areas such as reduction of income inequalities, access to community infrastructure, promotion of maternal health and well being, fostering intergenerational and intercultural connections, increasing children's participation in policy making, awareness raising and advocacy. This document describes the rationale for an early years framework, identifies nine priority outcome areas for Australian children, sets out underpinning strategies for achieving these outcomes, and discusses the use of national indicators for tracking child well being.

New South Wales. Parliament. Legislative Council. Standing Committee on Social Issues
Early child development: a co-ordinated approach - first report on early intervention for children with learning difficulties.
Sydney, NSW: Standing Committee on Social Issues, NSW Parliament, 2002, 12p, (Report 27, October 2002) (Parliamentary paper no.214), Online (PDF 292K)
http://www.parliament.nsw.gov.au/ (Select: Committees/Reports - Social Issues - Standing Committee)

This is the first report of the inquiry into children with learning difficulties. It is primarily concerned with the systemic issues relating to early childhood development in New South Wales. The second report will deal with more specific issues and initiatives relevant to children with learning difficulties. This first report is released together with the Committee's Interim report for the inquiry into child protection services, which raises similar concerns about early childhood services. The simultaneous release of these two reports is designed to underline the need for a comprehensive and co-ordinated system of prevention and early intervention in New South Wales. The report argues that a new approach is required to address the problems that beset early childhood services in New South Wales, through the creation of a new Ministerial portfolio and Department of Child Development. The Department will enhance the co-ordination of early intervention services, provide a greater focus on evidence-based prevention programs, and most importantly will provide a base for the significant expansion of the Families First strategy.

Northey, Margo
Early intervention in Wiluna.
Stronger Families Learning Exchange Bulletin no.6 Spring - Summer 2004: 18-19, and Online
http://www.aifs.gov.au/sf/pubs/bull6/wiluna.html

The Parenting and Early Childhood Development in Wiluna and Surrounding Communities project is already displaying tangible positive results. The article discusses the development, strategies and some early results of the Western Australian early intervention and prevention project, which aims to develop models of support for families and the community.

Reddihough, D S; Rickards, A L; Wright-Rossi, R
Early childhood intervention: do more intensive services improve outcomes for children with developmental delay and their families?
In: Early Childhood Matters Conference - Starting Strong - making the most of the first eight years: conference papers. Melbourne, Vic: Department of Human Services, 2002, 2p, Online (PDF 92K)
http://www.dhs.vic.gov.au/earlychildhoodmatters/docs/conference_papers/session10A_reddihough_rickards.pdf

A brief report is provided of preliminary findings from a project which aims to assess whether provision of a home program, in addition to a centre based program, improves outcomes for children with developmental delay (better developmental outcomes) and families (reduced family stress, better coping abilities, and greater family empowerment).

Rogers, R
Homelessness and early childhood research.
Parity v.16 no.6 Jul 2003: 5-7

After reviewing recent research into the effects of homelessness and family violence on children's development, the author shows that intervention in the early years is critical in breaking the cycle of poverty, homelessness and domestic violence.

Rogers, Rosemary
The Indigenous Early Childhood Project (2003).
In: Our future generations: National Indigenous Child Welfare and Development Seminar, Tuesday 22nd - Thursday 24th July 2003: seminar report. Melbourne, Vic: Secretariat of National Aboriginal and Islander Child Care, 2003, p95-98

The national Indigenous Early Childhood Project aims to recognise, document and promote Indigenous expertise and good practice in the area of early childhood development and to influence responses to the early years research and the development of the National Agenda for Early Childhood. This paper explains the project methodology and gives an overview of several initiatives in the following areas: antenatal initiatives; nutrition programs; parenting programs; keeping Aboriginal culture alive; co location of services; preschool attendance; playgroups; health; and focus on staff becoming qualified. It then summarises evidence of the type of interventions that work in early childhood.

Vimpani, G
The first three years: setting a course for life.
Childrenz Issues v.3 no.2 1999: 7-12

The importance of the first three years of life is discussed by this author. He emphasises two significant aspects - the role of social connectedness, and the impact of neglect and traumatic experience on early brain development. The author formulates ten principles about early childhood, an important one being the cost effectiveness of early intervention. The attempted linkage of the sciences and humanities, the point on which the author concludes, may well be the key to accelerating the gains in health status for New Zealand children and young people in the new millennium.

Warrilow, Prue; Fisher, Karen; Valentine, Kylie
Early learning strategies: final report for Families First Cumberland Prospect.
Kensington, NSW: Social Policy Research Centre, University of New South Wales, 35p, (SPRC report no.6/04), Online (PDF 332K)
http://www.sprc.unsw.edu.au/reports/Earlylearning.pdf

The objective of the Early Learning Project was to increase formal early learning opportunities for children 0-5 years in the Families First Cumberland Prospect Area of New South Wales (Auburn, Parramatta, Holroyd, Baulkham Hills and Blacktown). Conducted by the UNSW Consortium, it included developing a plan outlining priority strategies to increase early learning opportunities for children 0-5 years that could be implemented over the next 3 year period in each LGA within the Cumberland Prospect Area. The methodology included a review of local and early learning literature; analysis of the Families First and other data bases; interviews with key stakeholders and families; and a Service Providers Forum to identify strategies that had been implemented and opportunities for development. The final report on the project includes an overview, findings, principles and targets, strategies and management.

Wise, S; Ungerer, J; Sanson, A
Policy Forum: Childcare Policy: Childcare policy to promote child wellbeing.
Australian Economic Review v.35 no.2 Jun 2002: 180-187

The authors' broad goal in this paper is to use an overview of current evidence on the impact of child care on child development to draw conclusions about current and future child care policy in Australia. They argue that an understanding of both direct and indirect effects of child care is a necessary foundation for effective policy development. Overall, the authors conclude, the results of research to date indicate that child care does make a difference to a broad range of developmental outcomes for children, and it is the quality of care that is consistently identified as the most significant influence. They suggest that it is most appropriate to develop child care policy with the dual purposes of supporting families in their attempts to achieve self sufficiency and supporting children's development. In relation to the latter goal, high quality early childhood experiences should also be used to compensate for disadvantages experienced by some children due to impoverished or risky home environments. In reviewing the issues in achieving these broad aims, the authors look at what has already been achieved in Australia and what remains to be accomplished.

Wyver, S R
Peer interaction and cognitive development: considerations for early intervention.
In: Wyver, S. R., Cross, T. G. and Lewis G. eds. Selected papers from three child development conferences. North Ryde, NSW: Centre for Child Development, Macquarie University, 1997, p21-23

Early intervention relies upon developmental theory to provide a framework from which to design educational and therapeutic programs aimed at maximising the opportunities of children with special needs. Thus the success of the program must be substantially related to the accuracy of the developmental theory from which it is derived. It is argued in this paper that theories which often inform early intervention programs tend to neglect important contextual factors within child development and that this can mean that children with special needs are less likely to benefit from involvement in peer interaction.