Child care and early education in Australia - The Longitudinal Study of Australian Children

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List of tables

Table 1: NICHD-ECC study (2005): summary of findings
Table 2: Number and percentage of infants in non-parental child care by age group
Table 3: Age of entry into first non-parental care arrangement
Table 4: Hours per week spent in main care arrangement
Table 5: Days per week spent in main care arrangement
Table 6: Hours per week spent in care (main and other care)
Table 7: Number of different care arrangements per week
Table 8: Average number of care arrangements per year since birth
Table 9: Reasons for infant attending non-parental care
Table 10: Reasons for not using child care
Table 11: Parent satisfaction with care arrangement
Table 12: Parent satisfaction with care by type
Table 13: Mother’s age in years at time of infant birth by type of care arrangement
Table 14: Mother’s education by type of care arrangement
Table 15: Mother’s employment status by type of care arrangement
Table 16: Number of children in household by type of care arrangement
Table 17: Weekly household income by type of care arrangement
Table 18: Number of financial stresses by type of care arrangement
Table 19: SEIFA index (quintiles) by type of care arrangement
Table 20: Child’s age by type of care arrangement
Table 21: Child’s sex by type of care arrangement
Table 22: Child’s Indigenous status by type of care arrangement
Table 23: Language spoken at home by type of care arrangement
Table 24: Family type by type of care arrangement
Table 25: Mother’s psychological distress by type of care arrangement
Table 26: Mother’s separation anxiety by type of care arrangement
Table 27: Mother’s separation anxiety by type of care arrangement
Table 28: Mother’s social support by type of care arrangement
Table 29: Mother’s parenting self-efficacy by type of care arrangement
Table 30: Mother’s parenting behaviour by type of care arrangement
Table 31: Mother’s education by hours in care
Table 32: Mother’s employment status by hours in care
Table 33: Number of children in household by hours in care
Table 34: Weekly household income by hours in care
Table 35: Number of financial stresses by hours in care
Table 36: Child’s age by hours in care
Table 37: Child’s sex by hours in care
Table 38: Child’s Indigenous status by hours in care
Table 39: Language spoken at home by hours in care
Table 40: Family type by hours in care
Table 41: Mother’s psychological distress by hours in care
Table 42: Mother’s social support by hours in care
Table 43: Mother’s parenting self-efficacy by hours in care
Table 44: Mother’s parenting behaviour by hours of care
Table 45: Age of entry into first non-parental care arrangement
Table 46: Main care/education arrangement
Table 47: Combinations of care/education settings
Table 48: Combinations of care/education settings
Table 49: Hours per week spent in care/education arrangements
Table 50: Length of time in main care/education arrangement (months)
Table 51: Parent satisfaction with child’s main care/education arrangement
Table 52: Number of current regular care/education arrangements a week
Table 53: Reasons for using additional care/education
Table 54: Mother’s age at time of child birth by type of care/education arrangement
Table 55: Mother’s education by type of care/education arrangement
Table 56: Mother’s employment status by type of care/education arrangement
Table 57: Number of children in household by type of care/education arrangement
Table 58: Weekly household income by type of care/education arrangement
Table 59: Number of financial stresses by type of care/education arrangement
Table 60: SEIFA index (quintiles) by type of care/education arrangement
Table 61: Child’s age by type of care/education arrangement
Table 62: Child’s sex by type of care arrangement
Table 63: Child’s Indigenous status by type of care/education arrangement
Table 64: Language spoken at home by type of care/education arrangement
Table 65: Family type by type of care/education arrangement
Table 66: Mother’s psychological distress by type of care/education arrangement
Table 67: Mother’s social support by type of care/education arrangement
Table 68: Mother’s parenting self-efficacy by type of care/education arrangement
Table 69: Mother’s parenting behaviour by type of care/education arrangement
Table 70: Mother’s age at child’s birth by hours in care/education
Table 71: Mother’s education by hours in care/education
Table 72: Mother’s employment status by hours in care/education
Table 73: Number of children in household by hours in care/education
Table 74: Weekly household income by hours in care/education
Table 75: Number of financial stresses by hours in care/education
Table 76: Child’s sex by hours in care/education
Table 77: Child’s Indigenous status by hours in care/education
Table 78: Language spoken at home by hours in care/education
Table 79: Family type by hours in care/education
Table 80: Mother’s psychological distress by hours in care/education
Table 81: Mother’s social support by hours in care/education
Table 82: Mother’s parenting self-efficacy by hours in care/education
Table 83: Mother’s parenting behaviour by hours in care/education
Table 84: Carers who returned questionnaire by type of main care
Table 85: Age of carer/teacher by type of main care
Table 86: Education of carer/teacher by type of main care
Table 87: Paid adult to children ratio (centre based care only)
Table 88: Qualified staff to children ratio (centre-based care only)
Table 89: Mean ratings for care giving activities by main care type
Table 90: Mean values of availability of resources by main care type
Table 91: Teachers/carers who returned questionnaire by type
Table 92: Teacher/carer age and experience by type
Table 93: Education of teacher/carer
Table 94: Field of study (for highest post-secondary education)
Table 95: Staff qualifications by type of care/education setting
Table 96: Field of study by type of care/education setting
Table 97: Paid staff-to-child ratios by care type
Table 98: Qualified staff-to-child ratios by type of care/education setting
Table 99: Description of approach to teaching by type of care/education setting
Table 100: Provisions for space and resources by type of care/education setting
Table 101: Supportive work environment by type of care/education setting
Table 102: Effect of care type on the likelihood of the study infant having ‘low physical health’ on the Physical Outcomes Index (n=3,790)
Table 103: Effect of hours per week in non-parental care on the likelihood of the study infant having ‘low physical health’ on the Physical Outcomes Index (n=1,327)
Table 104: Effect of hours per week in centre-based care on the likelihood of the study infant having ‘low physical health’ on the Physical Outcomes Index (n=1,327)
Table 105: Effect of hours per week in relative care on the likelihood of the study infant having ‘low physical health’ on the Physical Outcomes Index (n=1,327)
Table 106: Effect of number of regular non-parental care arrangements on the likelihood of child having ‘low physical health’ on the Physical Outcomes Index (n=1,327)
Table 107: Effect of age of entry into first non-parental care arrangement on the likelihood of the study infant having ‘low physical health’ on the Physical Outcomes Index (n=1,327)
Table 108: Effect of care measures on the likelihood of the study infant having an ongoing problem with diarrhoea or infection
Table 109: Effect of care type (adjusted odds ratios) on the likelihood of child falling into ‘concern’ on the Communication and Symbolic Behaviour Scale (n=3,349)
Table 110: Effect of age of entry into first non-parental care on the likelihood of the parent reporting ‘concern’ about infant emergent communication skill (n=1,258)
Table 111: Effect of type, amount and stability of current care/early education and age of entry to first care on mother-rated problem behaviour and pro-social behaviour—children receiving non-parental child care/education
Table 112: Effect of type of current care/early education on mother-rated problem behaviour and pro-social behaviour—all children
Table 113: Effect of type, amount and stability of current care/early education and age of entry to first care on teacher/carer-rated problem behaviour and pro-social behaviour—children in centre or school-based child care/education
Table 114: Effect of type, amount and stability of current care/early education and age of entry to first care on receptive language (PPVT) and early literacy and numeracy (Who Am I?) outcomes—children receiving non-parental care/education
Table 115: Effect of type of current care/early education on receptive language (PPVT) and early literacy and numeracy (Who Am I?) outcomes—all children
Table 116: Effect of quality of current care/early education on mother-rated problem behaviour and pro-social behaviour—children in pre-Year 1 classes only
Table 117: Effect of quality of current care/early education on teacher/carer-rated problem behaviour and pro-social behaviour—children in pre-Year 1 classes only
Table 118: Effect of quality of current care/early education on receptive language (PPVT) and early literacy and numeracy (Who Am I?) outcomes—children in pre-Year 1 classes only

Appendix tables

Table A1: Summary table of research studies informing the literature review
Table B1: Summary Statistics for Administration of Adapted PPVT-III and Who Am I? tests as part of LSAC Wave 1
Table B2: Items selected for Adaptive PPVT-III for use with 6 year-olds in LSAC

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