Footprints in Time: The Longitudinal Study of Indigenous Children (LSIC) Early Childhood Report

Jessa Rogers; Stuart Ekberg; Tirritpa Ritchie; Emma Carpendale; Kate E Williams; Donna C Berthelsen; Lauren Piltz; Kristin R Laurens

doi:10.5204/rep.eprints.259312

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Footprints in Time: The Longitudinal Study of Indigenous Children (LSIC) Early Childhood Report

Jessa Rogers, Stuart Ekberg, Tirritpa Ritchie, Emma Carpendale, Kate E Williams, Donna C Berthelsen, Lauren Piltz and Kristin R Laurens

Queensland University of Technology

2025

DOI: https://doi.org/10.5204/rep.eprints.259312

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Abstract

This Early Childhood Report uses qualitative and quantitative data, collected during the first 14 waves (yearly assessments) of the Longitudinal Study of Indigenous Children (LSIC), to explore early childhood experiences, and the ways these experiences relate to later outcomes (during middle childhood and adolescence) for Aboriginal and Torres Strait Islander children and their families. It includes stories from families and community members who took part. Knowing more about what helps children from their early years right through to their teenage years means communities can feel stronger, and services can be better planned and supported. These are the main things we found: • Where children grow up (geographic location) shapes their developmental experiences, during early childhood and the years beyond. • Early connections to culture, Country, language, and feeling proud and strong in identity, and belonging to Mob are important for childrens' wellbeing as they get older. • When parents feel good and have support, their children grow up stronger. • Going to pre-school or playgroup, and time spent interacting with family (e.g., reading, playing, and singing together) helps children learn important early skills like talking (language), writing and drawing, and paying attention. These early skills help children do better in school as they grow. • Good relationships with teachers and feeling confident about classroom learning in the early school years helps children stay connected and interested in school, right through primary school and into high school. • Having safe, early access to technology and the internet at home helps children feel confident and skilled with technology as they get older.

Details

Title: Footprints in Time: The Longitudinal Study of Indigenous Children (LSIC) Early Childhood Report
Authors: Jessa Rogers (Corresponding Author) - The University of Melbourne
Stuart Ekberg - Flinders University
Tirritpa Ritchie - Flinders University
Emma Carpendale - Queensland University of Technology
Kate E Williams - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
Donna C Berthelsen - Queensland University of Technology
Lauren Piltz - Queensland University of Technology
Kristin R Laurens (Corresponding Author) - Queensland University of Technology
Publisher: Queensland University of Technology
Date published: 2025
DOI: 10.5204/rep.eprints.259312
Copyright note: © Copyright 2025. The Authors. This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights.
Grants: Footprints in Time, Longitudinal Study of Indigenous Children (LSIC) Primary School Report, DSS-KW-001, Department of Social Services (Australia, Canberra) - DSS
Organisation Unit: School of Education and Tertiary Access
Language: English
Record Identifier: 991167245702621
Output Type: Report

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