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Table10: Percentage of children doing activity well by age (B cohort) and sexAge 2.5 3 3.5 4Activity Boys Girls Boys Girls Boys Girls Boys GirlsHold a pencil 48.3 61.2 56.1 67.5 54.7 70.1 78.6 87.5Dress/undress 53.3 62.9 59.5 76.6 72.1 85.1 85.7 81.3Button/unbutton 18.3 25.9 21.6 49.4 43.0 62.1 42.9 62.5Walk up stairs 90.8 88.8 90.5 91.6 95.4 93.1 100.0 100.0Hop on one foot 27.5 37.1 44.6 57.8 59.3 72.4 91.9 83.9Catch a large ball 80.0 72.4 86.5 84.4 91.9 83.9 91.9 83.9Note:This is the percentage of children who according to the primary carer could do the activity well. The remainder of the samplecomprises those whose primary carer responded ‘yes but not well’, ‘no’ and ‘don’t know’.Girls were more likely to be able to do the activities involvingfine motor skills and boys showed a greater aptitude withthose involving gross motor skills. Again, the exceptionwas hopping on one foot, in which girls showed a greateraptitude for their age: 72.4 per cent of 3½ year-old girlswere able to do this, as opposed to 59.3 per cent of boys thesame age.As with children in the B cohort, the majority of children inthe K cohort had no difficulty with activities involving stairs orballs (Table 11). A smaller proportion of children were able toride bikes without training wheels but they were learning andimproving with age. Children in areas of no isolation wereless likely to be able to ride bikes, which may be a reflectionof there being fewer safe open areas in which to practise.As with the B cohort, among children in the K cohortaged between 5½ and 6½, girls were more likely to beable to do the activities involving fine motor skills andboys were more likely to be able to do those involvinggross motor skills (Table 12). This was most noticeable inthe different percentages of children able to tie a bow.At 6 years, 21.2 per cent of boys and 42.9 per cent of girlscould tie bows. For the 6½ year-olds this increased to only22.2 per cent for the boys but much more (56.9 per cent)for the girls.24 Footprints in Time: The Longitudinal Study of Indigenous Children | Key Summary Report from Wave 3
Table 11: Physical abilities by age (K cohort), per centAge in years Age (Years) Yes Yes but not well No Don’t knowTie a bow 5.5 21.7 19.6 56.0 2.76 31.2 23.7 43.3 1.96.5 39.4 29.8 28.8 1.97 70.0 5.0 25.0 0.0All 31.0 22.8 44.2 2.1Colour within lines 5.5 63.6 26.1 6.5 3.86 74.2 19.8 5.1 0.96.5 76.0 18.3 4.8 1.07 70.0 25.0 5.0 0.0All 70.7 21.9 5.5 1.9Thread a bead 5.5 72.3 8.7 8.7 10.36 72.1 3.7 9.3 14.96.5 79.8 4.8 9.6 5.87 85.0 10.0 5.0 0.0All 74.2 5.9 9.0 10.9Run down stairs 5.5 87.0 5.4 3.3 4.36 89.4 5.1 2.3 3.26.5 92.3 6.7 1.0 0.07 95.0 0.0 5.0 0.0All 89.3 5.3 2.5 2.9Ride a bike 5.5 57.6 8.7 29.3 4.36 67.1 8.3 22.7 1.96.5 69.2 6.7 24.0 0.07 85.0 5.0 5.0 5.0All 64.9 8.0 24.6 2.5Catch a small ball 5.5 92.9 5.4 1.1 0.56 92.2 5.5 1.8 0.56.5 92.3 5.8 1.0 1.07 100.0 0.0 0.0 0.0All 92.8 5.3 1.3 0.6Note:Restricted to children aged between 66 and 89 months at the time of the wave 3 interview who were not identified by theirprimary carer as having a disability.Footprints in Time: The Longitudinal Study of Indigenous Children | Key Summary Report from Wave 325
Page 2 and 3: The Footprints in Time team acknowl
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 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
Page 54 and 55: Questions about a list of major lif
Page 56 and 57: Table 40 shows the relative distrib
Page 58 and 59: in areas of low or moderate isolati
Page 60 and 61: It is also important to consider th
Page 62 and 63: The degree of trust respondents had
Page 64 and 65: Parent and child directed activitie
Page 66 and 67: Table 52: Level of television viewi
Page 68 and 69: With the exception of storytelling,
Page 70 and 71: Children in areas of high or extrem
Page 72 and 73: Nevertheless, cards was the form of
Page 74 and 75: Social and emotional development:In
Page 76 and 77:
The prosocial scores were significa
Page 78 and 79:
In wave 3, teacher-based SDQ scores
Page 80 and 81:
English language acquisition: relat
Page 82 and 83:
Using the MacArthur Bates vocabular
Page 84 and 85:
Mothers’ educational aspirations
Page 86 and 87:
curriculum, stable schooling (only
Page 89 and 90:
Appendix ABackground to the studyCo
Page 91 and 92:
Other participant interviewsIn addi
Page 93 and 94:
Table 71: Percentage of wave 1 resp
Page 95 and 96:
Access to the dataThe dataset used
Page 97 and 98:
ReferencesAustralian Bureau of Stat
Page 100:
FAHCSIA11828
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