Vulnerable children in Australia: Multiple risk factor analyses to predict cognitive abilities and problem behaviour

Abstract

A critical challenge within early childhood policy is to increase the capacity of early childhood education and care systems to intervene effectively and sufficiently early to improve the learning and development outcomes of marginalised children. An initial step is to reliably identify young children at risk of poorer learning outcomes. This article presents findings from the Australian E4Kids study, a longitudinal study of 2654 children recruited at age 3-4 years within a random sample of early childhood programs. Sixteen different child-, family-and community-level risk factors which had been identified previously as potentially having an adverse impact on child outcomes were analysed in relation to evidence of the children's cognitive abilities and problem behaviour. Fifteen risk factors were linked directly to either lower cognitive abilities, problem behaviour or both and poorer outcomes were found in children experiencing more risk factors. Risk groupings may be used to identify vulnerable children early and to provide evidence to support the development of appropriate service responses.

Relations between socio-economic risk factors, home learning environment and children’s language competencies: Findings from a German study

“…Mistry et al, 2010) as well as further research (e.g. Burchinal et al, 2006; Cadima et al, 2010; Niklas et al, 2017; Oliver et al, 2014; Rouse and Fantuzzo, 2009). The main result of this research is that multiple disadvantaged children had poorer language outcomes than other non- or less-disadvantaged children (for an overview, see Evans et al, 2013).…”

“…Typical socio-economic risk factors are, for example, low income, low socio-economic status (SES), low educational level and no occupation; each factor correlates with children’s language competencies (e.g. Burchinal et al, 2000; Niklas et al, 2017; Rathbun et al, 2005). Large longitudinal studies combine multiple dichotomous risk factors with each other and analyze the influence of this cumulative risk index on language skills, including the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) study (e.g.…”

Aboriginal children’s health, playgroup participation and early learning outcomes in two remote Northern Territory communities

“…Indeed, the presence of multiple risk factors or sustained exposure to disadvantage over time is a stronger predictor of child outcomes than exposure to any single risk factor alone (Goldfeld et al, 2018). Risk factors often derive from socio-economic disadvantage and include disrupted family and community structures and limited access to social support (Brownell et al, 2016; Niklas et al, 2017). Addressing risk factors matters because negative early life experiences can affect the physiological and cellular pathways that lead to disease susceptibility and determine children’s resilience in later years (Boyce et al, 2012).…”