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    Preschool attendance and developmental outcomes at age five in Indigenous and non-Indigenous children: a population-based cohort study of 100 357 Australian children.

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    Author
    Falster, K; Hanly, M; Edwards, B; Banks, E; Lynch, JW; Eades, S; Nickel, N; Goldfeld, S; Biddle, N
    Date
    2020-12-08
    Source Title
    Journal of Epidemiology and Community Health
    Publisher
    BMJ
    University of Melbourne Author/s
    Goldfeld, Sharon; Eades, Sandra
    Affiliation
    Paediatrics (RCH)
    Metadata
    Show full item record
    Document Type
    Journal Article
    Citations
    Falster, K., Hanly, M., Edwards, B., Banks, E., Lynch, J. W., Eades, S., Nickel, N., Goldfeld, S. & Biddle, N. (2020). Preschool attendance and developmental outcomes at age five in Indigenous and non-Indigenous children: a population-based cohort study of 100 357 Australian children.. J Epidemiol Community Health, 75 (4), pp.371-379. https://doi.org/10.1136/jech-2020-214672.
    Access Status
    This item is currently not available from this repository
    URI
    http://hdl.handle.net/11343/254279
    DOI
    10.1136/jech-2020-214672
    Abstract
    BACKGROUND: Policies to increase Australian Indigenous children's participation in preschool aim to reduce developmental inequities between Indigenous and non-Indigenous children. This study aims to understand the benefits of preschool participation by quantifying the association between preschool participation in the year before school and developmental outcomes at age five in Indigenous and non-Indigenous children. METHODS: We used data from perinatal, hospital, birth registration and school enrolment records, and the Australian Early Development Census (AEDC), for 7384 Indigenous and 95 104 non-Indigenous children who started school in New South Wales, Australia in 2009/2012. Preschool in the year before school was recorded in the AEDC. The outcome was developmental vulnerability on ≥1 of five AEDC domains, including physical health, emotional maturity, social competence, language/cognitive skills and communication skills/general knowledge. RESULTS: 5051 (71%) Indigenous and 68 998 (74%) non-Indigenous children attended preschool. Among Indigenous children, 33% of preschool attenders and 44% of the home-based care group were vulnerable on ≥1 domains, compared with 17% of preschool attenders and 33% in the home-based care group among non-Indigenous children. In the whole population model, the adjusted risk difference for developmental vulnerability among preschool attenders was -7.9 percentage points (95% CI, -9.8 to -6.1) in non-Indigenous children and -2.8 percentage points (95% CI -4.8 to -0.7) in Indigenous children, compared with Indigenous children in home-based care. CONCLUSIONS: Our findings suggest a likely beneficial effect of preschool participation on developmental outcomes, although the magnitude of the benefit was less among Indigenous compared with non-Indigenous children.

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