Story to Change Culture on Early Childhood in Australia
Abstract
:1. Introduction
- (1)
- How do messages that the early childhood sector is seeking to communicate compare to cultural models that the Australian public uses to think about this developmental period?
- (2)
- How can the sector frame messages to increase the salience of early childhood and improve public demand for policies and practices that support early development?
2. Materials and Methods
2.1. Descriptive Research
2.2. Prescriptive Research
3. Results
3.1. Descriptive Research Results
- Early childhood is a time of significant and rapid development
- Development involves the brain
- Nutrition is a key determinant of development
- Skill acquisition is an important part of development (e.g., social, emotional and problem-solving skills)
- Financial resources shape a child’s opportunities in ways that can affect development
- The adults a child interacts with shape developmental outcomes
- Play is a basic human instinct and is essential for positive learning and development
- 1.
- Early Childhood as a Key Window of Development: One of Several vs. The One and Only.
- 2.
- Systems and Outcomes: Interconnected and Wholistic vs. Brains and Learning.
- 3.
- Early Mental Health: Complex and Fundamental vs. Simple or Non-Existent.
- 4.
- Effects of Adversity: Significant but Reversible vs. No Harm or ‘Damage Done Is Damage Done’.
- 5.
- Environments: Structural Factors, Environments and Relationships vs. People and Money.
- 6.
- Responsibility: Society First vs. Individuals First.
- 7.
- Who Needs Better Support? Everyone According to Their Needs vs. ‘Those People’.
3.2. Prescriptive Research Results
- 1.
- Make early development and learning about improving children’s health and wellbeing.
- 2.
- Talk about effects on health and wellbeing in the present and future.
- 3.
- Define the problem as the way a lack of support is leading to poor health for some children.
- 4.
- Frame the call to action with an explicit appeal to fairness and the idea that we need to ensure that children can thrive, no matter where they live.
- 5.
- Talk about supporting every child and community according to their needs.
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A. Expert Interviews Guides
Appendix A.1. Play Guide
- What is early childhood development? How do you define it?
- What is the age range you assume when you think and talk about early childhood?
- How is it similar/different to other stages of life?
- What is play? How would you define it?
- Why does play matter?
- What are the main characteristics or features of play?
- Are there different types of play?
- Who is typically involved in play?(If not mentioned yet, ask: what about peers? Parents? Professional caregivers?)
- Where does play typically happen?
- At what stages of a child’s development does play typically happen?
- What does play in early childhood look like specifically?
- What is similar/different to play in other stages of childhood/life?
- If you had to pick three ideas—three key points about play in early childhood—that are most important for the public to understand, what would you choose? Probe extensively.
- Why are these things important for people to understand? In other words, what do you think would be different if people understood these points?
- How does play contribute to early development?
- For each, probe: How does this work exactly?
- If not mentioned yet, ask: What types of skills does play help develop in early childhood?
- What would a child who never plays be like?
- What are the features of play that support healthy development and learning? Probe extensively
- For each, probe: Why is this?
- For each, probe: What does this look like exactly? What is the best example of this for early childhood?
- How can adults support play in early childhood?
- What is the role of parents?
- What is the role of teachers and professional caregivers?
- Are their groups or types of young children who benefit most from play?
- If not mentioned yet, ask: What about young children who have experienced adversity or trauma?
- What needs to happen for our society to better support play? Probe for both informal and formal learning environments.
- For each, probe: How would those initiatives help?
- What are some of the most effective things that are already being done?
- What are some things that are being done wrong?
- Imagine you have the power to put in place whatever policies or programs you think would be most important to support play in early childhood in the country. What are the top three policies or programs that you would choose? Probe each item.
- Why is this policy or program so important?
- How would it help?
- If all three policies or programs were put in place, what would the result be?
Appendix A.2. Adversity Guide
- First, tell me how you define early childhood development.
- What is the issue about? In other words, why is it an issue that matters?
- What is the age range you assume when you think and talk about early childhood?
- How is early childhood similar to, or different from, other stages of life?
- How do the environments that children live in affect their development?
- How would you explain why environments or contexts matter in development to someone who is not familiar with the field of early childhood?
- What kinds of experiences and environments are most important to how children develop during the first few years of life?
- How are children influenced by these things?
- What effects do they have?
- If you had to pick three ideas—three key points about early childhood development—that are most important for the public to understand, what would you choose? Probe extensively.
- Why are these things important for people to understand? In other words, what do you think would be different if people understood these points?
I want to turn now and focus on negative experiences in early childhood: - What would you say are the main experiences or environments that threaten positive early development?
- How does each of these things undermine positive development?
- What outcomes in particular does each of these factors lead to?
- (If already mentioned, acknowledge): What about adversity in particular—what does it mean for something to be an “adverse” experience for a child?
- How does adversity affect development—tell me about how it works and what is affected?
- Are there different types of childhood adversity? What are they?
- For each: How is that type of adversity different from other types of adversity?
- What are the major causes or sources of childhood adversity? In other words, why do some children experience adversity and others, not so much?
- For each, probe: Why is this important?
- For each, probe: How does this experience undermine positive development?
- For each, probe: What outcomes in particular does this lead to?
- Are there certain children who are more likely than others to experience adversity? Why?
- How about groups: are there certain groups of children who are more likely to experience adversity? Why?
- How about areas: are there certain areas where children are more likely to experience adversity? Why?
- What are some of the most important effects of childhood adversity?
- How does childhood adversity affect an individual child’s development?
- For each: How does adversity produce that effect?
- What effects does childhood adversity have at the community or society level?
- ii.
- For each: How does it produce that effect?
- If you had to pick three ideas—three key points about adversity in early childhood—that are most important for the public to understand, what would you choose? Probe extensively.
- Why are these things important for people to understand? In other words, what do you think would be different if people understood these points?
- What should be done to better support early childhood development in our society?
- How would those initiatives help?
- What are some of the most effective things that are already being done?
- What are some ineffective things that are being done with respect to early childhood development?
- (What needs to happen for our society to better support children experiencing adversity in early childhood?
- For each, probe: How would those initiatives help?
- What are some of the most effective things that are already being done?
- What are some things that are being done wrong?
- Imagine you have the power to put in place whatever policies or programs you think would be most important to support children facing adversity in the country. What are the top three policies or programs that you would choose? Probe each item.
- Why is this policy or program so important?
- How would it help?
- If all three policies or programs were put in place, what would the result be?
- How can adults support children who may be experiencing adversity?
- What is the role of parents?
- What is the role of teachers and professional caregivers?
Appendix A.3. Prenatal Development Guide
- First, tell me how you would define prenatal development.
- Why is prenatal development an important developmental period?
- What factors shape prenatal development?
- What things are shaped by prenatal development?
- What is developing during the prenatal period? Probe for physical changes, neurobiological changes, learning/cognitive changes.
- What sorts of things determine these changes?
- Are there distinct stages of prenatal development?
- What are they?
- What’s going in during these stages?
- How are they similar to, or different from, one other?
- If you had to pick three ideas—three key points about prenatal development—that are most important for the public to understand, what would you choose? Probe extensively.
- Why are these things important for people to understand? In other words, what do you think would be different if people understood these points?
Let’s talk further about things that influence development in utero: - What are the important factors that influence fetal development?
- How does each of these things affect development?
- Is there a particular period of development in which this thing has an outsized effect?
- Why is this particular factor important?
- What does it mean for prenatal development to go “well”?
- How would we know that it has gone well?
- What about when it doesn’t go well—what does that mean?
- How would we know?
- What are the risk factors for poor fetal development during pregnancy?
- What are the risk factors at the parent/mother level? Probe for maternal behaviors, environmental risk factors, diet/nutrition
- For each: How does that risk factor undermine positive development?
- What are the risk factors at the community level?
- For each: How does that risk factor undermine positive development?
- What can be done to improve the healthy development of the fetus during pregnancy?
- For each: How would that improve healthy development?
- What is the relationship between development during pregnancy and development during early infancy? (Probe extensively for effects on health, learning, and behavior)
- For each: What is the connection?
- What are the consequences for the child of having a healthy pregnancy?
- What are the consequences of having an unhealthy pregnancy?
- What about later in childhood? What is the relationship between development during pregnancy and development later on? (Probe extensively for effects on health, learning, and behavior)
- For each: What is the connection?
- What are the consequences for the child of having a healthy pregnancy?
- What are the consequences of having an unhealthy pregnancy?
- Now let’s talk about initiatives you think are important for promoting healthy development during the prenatal period.
- 15.
- What should be done to better support and promote healthy pregnancies in our society?
- How would those initiatives help?
- What are some of the most effective things that are already being done?
- What are some ineffective things that are being done with respect to support pregnant mothers?
- 16.
- Imagine you have the power to put in place whatever policies or programs you think would be most important to support parents during pregnancy. What are the top three policies or programs that you would choose? Probe each item.
- Why is this policy or program so important?
- How would it help?
- If all three policies or programs were put in place, what would the result be?
- 17.
- How can society support children who may have experienced suboptimal development during pregnancy?
- How would that help?
- What are some of the most effective things that are already being done?
- 18.
- Imagine someone said to you: “Sure, we need to look after pregnant mothers, but we can’t really do too much until babies are born”. What would you say in response?
Appendix B. Cultural Models Interview Questions
- What comes to mind when you think about childhood?
- What comes to mind when you hear “early childhood”?
- What does it mean? [if participant doesn’t know, try to get them to guess what it might mean)
- If you were trying to explain what “early childhood” means to someone from another planet, how would you explain it?
- What about child development—what does that mean?
- What are the things that are going on as a child develops?
- Are there different kinds of development? [Probe for physical, emotional, mental development]
- Talk to me about when development happens? What develops when during childhood? How do you know that X, Y, Z is developing at this time? [Probe for physical, emotional, mental development]
- [If already mentioned, acknowledge:] What do you think is going on for really young kids—like 0–3 year olds in terms of development? [Probe for physical, emotional, mental development]
- What would you say shapes/influences how a child develops? Why does a child develop the way that they do?
- For each thing mentioned: How does that affect how a child develops?
- What does good child development look like—when it’s going well? How would you know it’s happening? Why does it matter? How would you explain this to someone from another planet?
- How about for really young kids (0 to 3 years old)? What does good development look like during this time of life.
- What about when development doesn’t go well—what does that look like. How would you know it’s not going well? Why does it matter if development doesn’t go well? How would you explain this to someone from another planet?
- How about for really young kids (0 to 3 years old)? What does negative development look like during this time of life?
- Are some children more likely to develop well or not well than others?
- If yes: Which children do you have in mind?
- Why is that/Why not?
- Who is responsible for making sure that children develop well?
- What do you think needs to happen for children to develop as best they can?
- For each: How would that help?
- For each: How is that different from what is happening at the moment?
- For each: Who do you think should be responsible for making this happen?
- For each: Who else should be involved?
- What role should they play?
- Does government have a role to play in making sure children in Australia develop as best they can?
- What role should it play?
- 13.
- What comes to mind when you think about children and mental health?
- 14.
- Actually, I’m curious: how would you explain what mental health is to someone from another planet?
- 15.
- Do you think that children can have good or poor mental health, or not so much?
- If yes: How would you know whether a child has good or poor mental health?
- 16.
- What if we think about very young kids (0–3 yo). Do you think kids at this age can have good or poor mental health, or not so much?
- Why is that?
- Is this different than in older children, or not so different?
- If yes: how is it different?
- Is this different than in adults, or not so different?
- If yes: how is it different?
- 17.
- When a child has good mental health, why do you think that is?
- When a child has good mental health, what are the effects of that?
- Are some children more likely to have good mental health than others?
- Which children do you have in mind?
- Why is that?
- 18.
- When a child has poor mental health, why do you think that is?
- When a child has poor mental health, what are the effects of that?
- Are some children more likely to have poor mental health than others?
- Which children do you have in mind?
- Why is that?
- When a child has poor mental health, what can be done to help?
- 19.
- What comes to mind when you think of parenting?
- 20.
- What is parenting? How would you explain what parenting means to someone from another planet?
- 21.
- What does it mean to be a good parent?
- [For each, probe:] Why does that contribute to someone being a good parent?
- 22.
- What are the things that influence how someone goes about parenting?
- How does that influence parenting?
- Which of these things are most important?
- 23.
- When someone is having difficulty parenting well, why is that?
- How does that influence parenting?
- Which of these things are most important?
- 24.
- What comes to mind when you think about play?
- 25.
- What is play, how would you explain it to someone from another planet?
- 26.
- Why do you think children play?
- 27.
- What does it look like when children play?
- What do children do when they play?
- Are there different ways that children play? Are there different types of play?
- What if we think about really young kids (0 to 3 years old)? Do they play, or not so much?
- What does it typically look like when they play?
- 28.
- Who is typically involved in play?
- 29.
- Where do children typically play?
- For each: What sort of play typically happens there?
- For each: What does that look like?
- 30.
- Would you say that it is important for children to play, or not so much?
- Why is that?
- When children play a lot, what effects do you think it has?
- 31.
- How about if we think about really young kids (0–3 yo), is it important for them to play, or not so much?
- Why is that?
- When really young kids play a lot, what do you think are the effects of that?
- 32.
- What do you think a child who never plays would be like?
- Why is that?
- When children don’t play very often, what are the effects of that?
- 33.
- Would you say that children can learn things when they play, or not so much?
- If yes, ask: What things do they learn?
- For each, ask: How do you think they learn this when they play?
- If no, ask: why is that?
- How about if you think about really young kids (0–3): can they learn things when they play, or not so much?
- ii.
- For each, ask: How do you think they learn this when they play?
What about play and development—how are these things related—explain that to me?How about if you think about really young kids (0–3): can play help hem develop well?- Why is that?
- What would that look like?
- 34.
- Would you say that all children in Australia have enough opportunities to play, or not so much?
- Why is that?
- Do some children have less opportunities to play than others?
- Why is that?
- 35.
- Who do you think is responsible for making sure that children have enough opportunities to play in Australia?
- For each, ask: what role do they play exactly?
- 36.
- What do you think needs to happen for children in Australia to have enough opportunities to play?
- For each: How would that help?
- For each: How is that different from what is happening at the moment?
- For each: Who do you think should be responsible for making this happen?
- For each: Who else should be involved?
- What role should they play?
- 37.
- What comes to mind when you think about pregnancy?
- 38.
- How would you explain what pregnancy is to someone from another planet?
- What happens during pregnancy?
- 39.
- What about a healthy pregnancy—what does mean—what does that look like?
- How could you tell if a pregnancy is healthy or not?
- 40.
- What comes to mind when you think of a pregnancy that is not so healthy?
- How can you tell when that is the case?
- 41.
- Why does it matter whether pregnancies are healthy or not?
- 42.
- What determines whether a pregnancy is a healthy one or not?
- How does that contribute to the health of a pregnancy?
- 43.
- If we think about development again, do you think there are things that shape development that happen before a child is born, or not so much?
- If yes, ask: what is that? How does that work? How does that thing shape development before a child is born?
- How does pregnancy contribute to a child’s development? What’s the connection and how does it work?
- How might what happens in pregnancy have an effect on a child after they are born?
- 44.
- Are some people more likely to have healthy pregnancies than others in this country, or not so much?
- Who would these people be?
- Why is that?
- 45.
- Who would you say is responsible for making sure that pregnancies are healthy in Australia?
- What role do they play exactly?
- 46.
- What do you think needs to happen for all pregnancies to be healthy/healthier in Australia?
- For each: How would that help?
- For each: How is that different from what is happening at the moment?
- For each: Who do you think should be responsible for making this happen?
- For each: Who else should be involved?
- ii.
- What role should they play?
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Kendall-Taylor, N.; Michaux, A.; Cross, D.; Forde, K. Story to Change Culture on Early Childhood in Australia. Children 2023, 10, 310. https://doi.org/10.3390/children10020310
Kendall-Taylor N, Michaux A, Cross D, Forde K. Story to Change Culture on Early Childhood in Australia. Children. 2023; 10(2):310. https://doi.org/10.3390/children10020310
Chicago/Turabian StyleKendall-Taylor, Nathaniel, Annette Michaux, Donna Cross, and Karen Forde. 2023. "Story to Change Culture on Early Childhood in Australia" Children 10, no. 2: 310. https://doi.org/10.3390/children10020310