Early influences on developmental outcomes among children, at age 5, in Australia's Northern Territory

摘要: Abstract Redressing developmental and school learning inequalities among children requires an understanding of the factors that influence development across population groups. This study utilized 2009 Australian Early Development Census (AEDC) to explore association perinatal health socio-demographic with early in Northern Territory Australia. The cohort included 1110 Aboriginal 812 non-Aboriginal children, most aged 5 years, whose status was assessed during their first year full-time enrollment. Individual-level information probabilistically linked three administrative datasets. Logistic regression models were used estimate (odds ratio (OR)) between life characteristics teacher-rated vulnerability on one or more five domains development. crude OR for much greater than (OR: 6.93, 95% CI: 5.62–8.56). After adjustment other variables, increased risk substantially moderated 1.68, 1.21–2.32). Influential adjusted model included: English as a second language 3.11, 2.27–4.26), gestational age at birth 34–36 weeks 2.08, 1.27–3.39) living very remote area 1.19–2.37). There gradient strength level primary caregiver’s education. An additional risk, only, not having attended day care pre-school program 1.43, 1.01–2.04). demonstrates emerging capacity linkage data datasets inform our extent which multiple early-life operate children’s Our findings are particular relevance initiatives improve outcomes by demonstrating potentially modifiable socio-economic account almost all difference vulnerabilities observed children.