Footprints in Time—the Longitudinal of Indigenous Children (LSIC) was initiated and is funded by the Australian Government Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA). The Study would never have been possible without the support and trust of the Aboriginal and Torres Strait Islander families who open their doors to the researchers and generously give their time to talk openly about their lives. Our gratitude goes to them, and to the leaders and Elders of their communities who are active guardians of their people’s wellbeing. The Study brings together people committed to making a positive difference in the lives of Aboriginal and Torres Strait Islander children.
Child B Cohort 5-50 minutes 10 minutes 5-47 minutes 10 minutes 2-39 minutes 16 minutes Study Child K Cohort 5-50 minutes 17 minutes 5-49 minutes 19 minutes 3-58 minutes 24 minutes Parent 1 B Cohort Half an hour to 3 1 hour Half an hour to 3 hours 52 minutes 20 minutes to 2 56 minutes Parent 1 K Cohort Half an hour to 3 hours 1 hour Half an hour to 3 hours 57 minutes 20 minutes to 2 hours 52 minutes Parent 2 B Cohort 10-60 minutes Half an hour n/a n/a 12–60 minutes Half an hour Parent 2/Dads K Cohort 10–60 minutes Half an hour n/a n/a 16–59 minutes 33 minutes Source – Roy Morgan Research Reports n/a not available
Disclosure of information about all members of a group when developmentally vulnerable Cells replaced with >= 90.0% indicate that confidentialisation took place, due to at least 90% of the children in that domain scoring in the developmentally vulnerable category. Insufficient number of children for a Domain Cells replaced with < 15 and N/A indicate that confidentialisation took place, due to less than 15 children being available for domain calculations. Risks associated with the release of this extract Overall, the risk assessment for releasing this extract is moderate, due to significant data at a Local Community level being made public for the first time: The demographic cells for Aboriginal and Torres Strait Islanders, Special Needs, English as Second Language (ESL), and Language Background Other Than English (LBOTE) have not previously been made public at a Local Community level. The sub-domain vulnerable cells have only been made public for the physical health and wellbeing domain. This is the first time the sub-domain vulnerability results have been released for the social competence, emotional maturity and language and cognitive skills (school-based) domains. The following should be noted: The formulae for sub-domain vulnerable and domain vulnerable are distinct. It is possible for a to be vulnerable on a number of sub-domains, yet not be developmentally vulnerable at the domain level. The actual details of these formulae are confidential by licence with the Canadian Early Development Instrument. Estimated Resident Population (ERP) Guideline To determine this calculation the numerator is the number of children from the local community surveyed for the AEDI and the denominator is the Australian Bureau of Statistics ERP (Estimated Resident Population 2009) of 5-year-olds. Where the AEDI Local Community does not match its ABS estimate, it is recommended to be used with the following considerations: 60-79% ERP – view with caution. < 60% of ERP – this sample may not accurately represent the population of children. [% ERP figures should be viewed as indicative only. The reason that some percentages are over 100 is mostly due to unavoidable boundary differences. Also AEDI was administered to 4 and 6 year olds if they were in first year of school, but ABS figures are only for 5 year olds.] Data notes for this extract The Average Age is displayed for the Community not the Local Community level. This corresponds to data published in the AEDI Community Profiles.
B Qualitative free text questions/variable labels Question/variable label Variable Name(excluding first letter indicating wave) Wave 1 Wave 2 Wave 3 Wave 4 Bush tucker eaten – text anu4_t P1 Bush tucker eaten – text anu7_t P1 SC’s health condition has affected family life – text ahc4_t P1 P1 Reason for hospitalisation of SC – REASON 1 - text aho1a1t P1 P1 P1 P1 Reason for hospitalisation of SC – REASON 2 - text aho1a2t P1 P1 P1 P1 Reason for hospitalisation of SC – REASON 3 - text aho1a3t P1 P1 P1 P1 Reason for hospitalisation of SC – REASON 4 - text aho1a4t P1 P1 P1 Reason for hospitalisation of SC – REASON 5 - text aho1a5t P1 What happens before sleep – text acs4_t P1 What happens before – text acs1_t P1 P1 sport or exercises – text aoc4_t P1 SC gets involved in P1’s sport or exercise – text aoc5_t P1 P1 is getting help with that (depression) - text asw13_t P1 Any other speech difficulties - text ald5_9t P1 P1 P1 Concerns about how Study Child uses hands and fingers to do things. ald8_t P1 P1 P1 Concerns about how Study Child uses arms or legs. ald9_t P1 P1 P1 Concerns about how Study Child behaves. ald10_t P1 P1 P1
Concerns about how Study Child gets along with others. ald11_t P1 P1 P1 Concerns about how Study Child is learning pre-school and school skills. ald12_t P1 P1 P1 Concerns about how Study Child is learning to do things for himself/herself. ald13_t P1 P1 P1 Concerns about Study Child’s learning or development. ald14_t P1 P1 P1 SC is receiving treatment for speech difficulty - text ald15_t P1 P1 SC is receiving treatment for understanding difficulty – text ald16_t P1 P1 What other major events or stressful situations happened to you, your family or (STUDY CHILD) since this time last year? ame16_t, bme16_t P1, P2 P1, P2 P1 P1 What do you do to cope with stress - text ame17_t, bme17_t P1 P1, P2 P1, Dads Issues about passing Indigenous culture on to SC – text apl32_t P1 P1 main of study - text ape4_t, bpe4_t P1, P2 P2 P1 P1, Dads P1 main job - text awo3_t P1 P1 P1, Dads P1’s main tasks and duties at work – text awo9_t P1 P1 P1's partner's main job – text awo14_t P1 P1 P1’s partner’s main and duties at work - text awo15_t P1 How did seeing a financial counsellor help – text afi8_t P1 Income management has caused changes to community – positive changes – text afi111t P1 P1
Income management has caused changes to community – negative changes – text afi112t P1 P1 Are there any new major things that need fixing - text ahm7_t, bhm7_t P1, P2 P1 Why do you feel [this community] is unsafe/dangerous? ahm13_t, bhm13_t P1, P2 P1, P2 P1 P1, Dads Is there anything else you want to say about your community? ahm14_t, bhm14_t P1, P2 P1 Do you know where to get help? ahm17_t P1 P1 has transport problems - text ahm36_t P1 SC attend playgroup or baby group – text ace1_t P1 P1 P1 P1 SC has been bullied at preschool/school because they are Indigenous – text ace23_t P1 P1 How P1 deals with racist bullying of SC – text ace24_t P1 Describe bullying experienced by SC – text ace51_t P1 Are there family rules about television? aac29_t P1 Whether at home or away what are a couple of things you enjoy doing with the Study Child? aac8_t, bac8_t P1, P2 P1, P2 Whether at home or away what are a couple of things Study Child enjoys doing with you? aac9_t, bac9_t P1, P2 P1, P2 Apart from health and happiness what do you want for your Study Child? aac10_t, bac10_t P1, P2 P1, Dads
What is it about Aboriginal or Torres Strait Islander culture that will help Study Child grow up strong? aac11_t, bac11_t P1, P2 Anything else P1 wants to tell us aac12_t, bac12_t P1, P2 P1, P2 P1 P1, Dads Good education for SC aac18_t P1 What P1 that SC will do or learn next year aac19_t P1 P1 SC has done organised sport or dancing in the last month aac22_t P1 Things SC enjoys aac24_t P1 P1 Something that’s happened for the SC since last year brt1_t P2 What would a good education be for SC bac32_t P2 Thinking about the next year, what are you hoping SC will do or learn?" bac33_t P2 Best thing about being Dad bdi1_t Dads P2 kept in touch with SC - Other method bdi7_6_t Dads SC settles at start of visit with P2 bdi11_t Dads What helps SC settle when with P2 bdi13_t Dads Advice about looking after SC - Other bpw2_17_t Dads P2 attended men's groups or sessions about being a dad bpw3_t Dads P2 health condition - Other eye problem boc2_17_t Dads P2 health condition - Other illness, disability or condition boc2_26_t Dads P2 plays sport or has regular exercise boc4_t Dads
SC gets involved in P2's sport or regular exercise boc5_t Dads How P2 reacts to racism, discrimination or prejudice bpl29_t Dads How P2 teaches SC how to deal with racism bpl33_t Dads Anyone smokes inside the house bsh2_t Dads P2 isn't more involved in SC's life because- bcp2312_t Dads How often do you teach SC traditional practices, fishing, hunting, etc. bpl9_t Dads How often do you teach SC traditional arts, painting dance, etc. bpl10_t Dads P2 identifies with groups bpl23_t Dads Indigenous culture - Other <specify> bpl31m_t Dads Issues about P2 passing Indigenous culture on to SC bpl32_t Dads Things P2 does to pass on Indigenous culture to SC bpl34_t Dads P2's highest qualification bpe6_t Dads Type of institution P2 is studying bpe3_t Dads P2 full-time/part-time bpe5_t Dads P2 currently employed bwo1_t Dads Main job bwo3_t P2 Dads P2's main work tasks and duties bwo9_t Dads Cultural leave accessibility bwo20_t Dads Main reason P2 is not in paid work bwo4_t Dads P2 supports SC with money or other kinds of support bfi12_t Dads
Income management has caused changes to community- Negative Changes bfi11_2_t Dads P2 has transport problems bhm26_t Dads Things SC enjoys bac48_t Dads Father and child activities bac40_t Dads Renfrew vocabulary- Alternative words provided in English crf1_1t-crf1_50t SC SC SC SC Who am I – Year level at school cwi3 SC SC Things SC to do at preschool/school cfv5_t SC SC's favourite thing to do at preschool/school csc13_t SC SC What SC wants to be when grown up csc14_t SC SC Reason why PAT-R (reading game) was not completed dcpr2_t SC activities school is doing to strengthen Indigenous education focus dsc9_t TC TC Describe Indigenous training dbg15_t TC TC TC TC Strategies to help children up dpc27_t TC Strategies to promote attendance dpc28_t TC Other practices to involve parents dpc26_8t TC What SC does particularly well dcc35_t TC TC Benefits of having SC in classroom dcc36_t TC TC Activities SC enjoys dcc37_t TC TC TC TC