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4 Footprints in Time: The Longitudinal Study of Indigenous Children | Key Summary Report from Wave 3
Culture and community 53Neighbourhood characteristics 53Indigenous languages 55Indigenous identity 55Racism, discrimination and prejudice 57Trust 59PART B—FEATURE ARTICLES 61Parent and child directed activities 62Social and problem gambling: preferences and participation 69Social and emotional development: Indigenous children’s strengths and difficulties 72English language acquisition: relationship of language outcomes to language environment 78Mothers’ educational aspirations for their Indigenous children 82Acknowledgements 86Appendix A 87Background to the study 87Wave 3 fieldwork and response 88Wave 3 fieldwork 88Response and non-response 89Appendix B 92Steering Committee and Subcommittee 92Access to the data 93List of abbreviations 94References 95Footprints in Time: The Longitudinal Study of Indigenous Children | Key Summary Report from Wave 35
Page 2 and 3: The Footprints in Time team acknowl
Page 5: ContentsForeword 6Introduction 7Imp
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
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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