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• socioeconomic and demographic information aboutthe family—language, culture, primary carer educationand work, income and financial stress, housing andneighbourhood, child care and early education andchildren’s activities• assessment of children’s development using a range ofchild outcome measuresNew topics and questions added in wave 3 include:• additional assistance needed by child due to healthconditions• gambling• primary carer’s relationship with their partner• child’s strengths and difficulties• age appropriate physical abilities• languages spoken in the home• identity with Indigenous and non-Indigenous groups• experiences with prejudice and racism• what it means to be Aboriginal or Torres Strait Islander• primary carer work characteristics• financial counselling• financial stress• homelessness and housing• trust• schooling (K cohort only)• primary carer interaction with child’s schooling• activities the child likesSome series of questions are asked in alternate years ofthe two cohorts.Wave 3 fieldwork and responseWave 3 fieldworkInterviewing in wave 3 began on 8 March 2010 andfinished on 23 December 2010. Ideally, participants areinterviewed at 12 month intervals. The mean and medianlength of time between wave 2 and wave 3 interviewswas 12 months, a more preferable inter-wave gap thanthe nine to 12 month gap between wave 1 and 2 primarycarer interviews. Figure 36 shows the number of monthsbetween wave 2 and 3 interviews. Over 60 per cent ofwave 3 interviews were conducted between 10 and 14months after the wave 2 interview.Roy Morgan Research estimated that the average lengthof the interviews with the primary carer for the B and Kcohorts was 52 and 57 minutes respectively. The estimatedaverage length of the developmental assessment of thestudy child was 10 minutes for the B cohort and 19 minutesfor the K cohort.Figure 36: Lapsed time between wave 1 and 2 interviews88 Footprints in Time: The Longitudinal Study of Indigenous Children | Key Summary Report from Wave 3
Other participant interviewsIn addition to the interviews with the study child’s primarycarer, a number of assessments of the child were carriedout using a selection of child outcome measures. Theseincluded, for the B cohort, an Australian version of theMacArthur-Bates Short Form Vocabulary Checklist(Levels I and II). For the K cohort, the Renfrew LanguageScales Word Finding Vocabulary Test and the Who Am I?Developmental Assessment (assessing school readiness)were used. These are discussed in more detail in theappendix of the Key Summary Report from wave 2.In wave 3 no additional surveys aimed at fatherswere conducted.Information was also collected from teachers for theK cohort and centre-based carers for the B cohort. Inwave 3, 231 children in the K cohort and 98 children in theB cohort had a teacher or centre-based carer completethe questionnaire.Response and non-responseResponse ratesThe wave 3 sample consisted of 1,716 families comprising193 interviewed in wave 1 only, 1,435 interviewed in bothwave 1 and 2 and 88 who were new entrants in wave 2.Of these, a total of 1,404 families were interviewedincluding 1,241 who had also been interviewed in waves1 and 2, 92 who had been interviewed in wave 1 onlyand 71 new entrants at wave 2. The response rates areprovided in Table 69.Table 69: Wave 3 response ratesResponse ratedescriptionOriginal wave 1respondingsamplePrevious waverespondingsampleAvailablesample thiswaveCalculationResponse rate,per cent1,333/1,670 79.81,312/1,523 86.11,404/1,716 81.8Table 70 shows the wave 3 response rate by site. Thesites with the highest response rates from the availablesample were Alice Springs (93.7 per cent), Adelaide(92.2 per cent) and Dubbo (91.6 per cent). Footprints inTime struggled in more remote sites such as Mount Isa(68.4 per cent) and the Kimberley region (68.9 per cent).Table 70: Wave 3 response rates by siteSitePercentage oforiginal wave 1responding sample*Percentage of previouswave respondingsample**Percentage of availablesample this waveAdelaide 84.9 94.6 92.2Alice Springs 90.5 91.4 93.7South East Queensland 84.2 86.8 88.1NT Top End 76.8 85.1 79.7Dubbo 89.0 92.9 91.6Kimberley region 64.0 79.6 68.9Mount Isa & remoteWestern Queensland68.6 74.5 68.4Greater Shepparton 77.3 87.8 83.8NSW South Coast 83.3 89.1 79.4Torres Strait Islands & NPA+ 72.5 81.7 77.4Western Sydney 90.7 92.9 88.3Total 79.8 86.1 81.8*Based on wave 1 site.**Based on wave 2 site.+NPA means Northern Peninsula Area.Footprints in Time: The Longitudinal Study of Indigenous Children | Key Summary Report from Wave 389
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The Footprints in Time team acknowl
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ContentsForeword 6Introduction 7Imp
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Culture and community 53Neighbourho
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IntroductionFootprints in Time is t
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AANNUAL UPDATEIt’s a child’s li
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Table 2: Type of school attended by
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Figure 4: Average “Who Am I?” s
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Table 5: Persistence of concerns ab
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Dental healthAs they are growing up
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Table10: Percentage of children doi
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Table 12: Percentage of children do
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Table 14: Changes in family type of
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Parents living elsewhereGeneral que
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Primary carers of children who did
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Figure 14: Most common reasons for
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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: Appendix ABackground to the studyCo
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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