- Page 5 and 6: ContentsForeword 6Introduction 7Imp
- Page 7 and 8: Culture and community 53Neighbourho
- Page 9 and 10: IntroductionFootprints in Time is t
- Page 11 and 12: AANNUAL UPDATEIt’s a child’s li
- Page 13 and 14: Table 2: Type of school attended by
- Page 15 and 16: Figure 4: Average “Who Am I?” s
- Page 17: Table 5: Persistence of concerns ab
- Page 22: Dental healthAs they are growing up
- Page 26 and 27: Table10: Percentage of children doi
- Page 28 and 29: Table 12: Percentage of children do
- Page 30 and 31: Table 14: Changes in family type of
- Page 32 and 33: Parents living elsewhereGeneral que
- Page 34 and 35: Primary carers of children who did
- Page 36 and 37: Figure 14: Most common reasons for
- Page 38 and 39: HomelessnessOn any given day, nearl
- Page 40 and 41: For 77.0 per cent of respondents th
- Page 42 and 43: Jobless and two-earner familiesIf w
- Page 44 and 45: Income and financeThe Footprints in
- Page 46 and 47: Income managementIn all three waves
- Page 48 and 49: Table 33: Family money situation in
- Page 50 and 51: Primary carer health and wellbeingE
- Page 52 and 53:
Parental warmth and disciplineIn wa
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Questions about a list of major lif
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Table 40 shows the relative distrib
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in areas of low or moderate isolati
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It is also important to consider th
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The degree of trust respondents had
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Parent and child directed activitie
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Table 52: Level of television viewi
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With the exception of storytelling,
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Children in areas of high or extrem
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Nevertheless, cards was the form of
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Social and emotional development:In
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The prosocial scores were significa
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In wave 3, teacher-based SDQ scores
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English language acquisition: relat
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Using the MacArthur Bates vocabular
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Mothers’ educational aspirations
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curriculum, stable schooling (only
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Appendix ABackground to the studyCo
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Other participant interviewsIn addi
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Table 71: Percentage of wave 1 resp
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Access to the dataThe dataset used
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ReferencesAustralian Bureau of Stat
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