- Australia
Karen Thorpe
Queensland University of Technology, Psychology, Faculty Member
Research Interests:
This article discusses the use of observational video recordings to document young children's use of technology in their homes. Although observational research practices have been used for decades, often with video-based techniques, the... more
This article discusses the use of observational video recordings to document young children's use of technology in their homes. Although observational research practices have been used for decades, often with video-based techniques, the participant group in this study (i.e., very young children) and the setting (i.e., private homes) provide a rich space for exploring the benefits and limitations of qualitative observation. The data gathered in this study point to a number of key decisions and issues that researchers must face in designing observational research, particularly where nonresearchers (in this case, parents) act as sur-rogates for the researcher at the data collection stage. The involvement of parents and children as research videographers in the home resulted in very rich and detailed data about children's use of technology in their daily lives. However, limitations noted in the data set (e.g., image quality) provide important guidance for researchers developing projects using similar methods in future. The article provides recommendations for future observational designs in similar settings and/or with similar participant groups.
Maintaining intersubjectivity is crucial for accomplishing coordinated social action. Although conversational repair is a recognised defence of intersubjectivity and routinely used to address ostensible sources of trouble in social... more
Maintaining intersubjectivity is crucial for accomplishing coordinated social action. Although conversational repair is a recognised defence of intersubjectivity and routinely used to address ostensible sources of trouble in social interaction, it is less clear how people address more equivocal trouble. This study uses conversation analysis to examine preschool classroom interaction, focusing on practices used to identify and address such trouble. Repair is found to be a recurrent frontline practice for addressing equivocal trouble, occasioning space for further information that might enable identifying a specific trouble source. Where further information is forthcoming, a range of strategies are subsequently employed to address the trouble. Where this is not possible or does not succeed, a secondary option is to progress a broader activity-in-progress. This allows for the possibility of another opportunity to identify and address the trouble. Given misunderstandings can jeopardise interactants’ ability to mutually accomplish courses of action, these practices defend intersubjectivity against the threat of equivocal trouble.
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ABSTRACT A compelling body of studies identifies the importance of sleep for children’s learning, behavioral regulation, and health. These studies have primarily focused on nighttime sleep or on total sleep duration. The independent... more
ABSTRACT A compelling body of studies identifies the importance of sleep for children’s learning, behavioral regulation, and health. These studies have primarily focused on nighttime sleep or on total sleep duration. The independent contribution of daytime sleep, or napping, in childhood is an emerging research focus. Daytime sleep is particularly pertinent to the context of early childhood education and care (ECEC) where, internationally, allocation of time for naps is commonplace through to the time of school entry. The biological value of napping varies with neurological maturity and with individual circumstance. Beyond the age of 3 years, when monophasic sleep patterns become typical, there is an increasing disjuncture between children’s normative sleep requirements and ECEC practice. At this time, research evidence consistently identifies an association between napping and decreased quality and duration of night sleep. We assess the implications of this evidence for educational practice and health policy. We identify the need to distinguish the functions of napping from those of rest, and assert the need for evidence-based guidelines on sleep–rest practices in ECEC settings to accommodate individual variation in sleep needs. Given both the evidence on the impact of children’s nighttime sleep on long-term trajectories of health and well-being and the high rates of child attendance in ECEC programs, we conclude that policy and practice regarding naptime have significant implications for child welfare and ongoing public health.
... The parameter gl represents the probability that a woman who is depressed will be classified as depressed whereas the parameter g2 represents the probability that a woman who is not de-pressed will be classified as depressed. ... Page... more
... The parameter gl represents the probability that a woman who is depressed will be classified as depressed whereas the parameter g2 represents the probability that a woman who is not de-pressed will be classified as depressed. ... Page 4. 282 DM Fergusson et al. ...
Research Interests:
ABSTRACT
The current study examines the link between the experience of divorce in childhood and several indices of adjustment in adulthood in a large community sample of women. Results replicated previous research on the long-term correlation... more
The current study examines the link between the experience of divorce in childhood and several indices of adjustment in adulthood in a large community sample of women. Results replicated previous research on the long-term correlation between parental divorce and depression and divorce in adulthood. Results further suggested that parental divorce was associated with a wide range of early risk factors, life course patterns, and several indices of adult adjustment. Regression analyses indicated that the long-term correlation between parental divorce and depression in adulthood is explained by quality of parent-child and parental marital relations (in childhood), concurrent levels of stressful life events and social support, and cohabitation. The long-term association between parental divorce and experiencing a divorce in adulthood was partly mediated through quality of parent-child relations, teenage pregnancy, leaving home before 18 years, and educational attainment.
Research Interests:
Research Interests:
Introduction: Research across a range of cultures document that after the age of three years, the majority of children cease to have a daytime sleep. However, in Australian childcare centres up to 2 hours a day is allocated to sleep or... more
Introduction: Research across a range of cultures document that after the age of three years, the majority of children cease to have a daytime sleep. However, in Australian childcare centres up to 2 hours a day is allocated to sleep or rest periods for children until they enter school. While some children sleep during these assigned sleep-rest times, others do not. Several studies have identified the subgroup of children who find it difficult to nap or lie still during sleep/rest time as problematic. To date, the factors that distinguish this subgroup of children from those who nap is unclear, and the aetiology of the “problem” of failure to nap is unclear. Method & Results: We present data from a study conducted in Australia where most childcare services provide sleep periods through to the time children enter school. This study utilized the variation in napping behaviour across centres to explore the child characteristics and demographic variables associated with problem nappers a...
Introduction: The majority of children cease napping between 3 and 5 years old, yet the allocation of up to 2 hours per day for sleep/rest through to school entry is common practice in Early Childhood Education and Care (ECEC) settings in... more
Introduction: The majority of children cease napping between 3 and 5 years old, yet the allocation of up to 2 hours per day for sleep/rest through to school entry is common practice in Early Childhood Education and Care (ECEC) settings in Australia. Sleep-time in these PrePrep rooms may cause a divergence from normative sleep patterns and practices. This divergence may increase the risk of emotional and behavioural challenges, both for children and for their supervising carers. To date no studies have directly examined the emotional context of sleep in ECEC settings. Methods: This study used a subset of the Classroom Assessment and Scoring System (CLASS) Pre-K (Pianta, La Paro & Hamre, 2008) to assess the change in emotional climate and behavioural management between the morning and sleep-time sessions in 113 ECEC rooms in Queensland, Australia. A total of 2,114 pre-school-aged children (age range = 3 to 6.4 years) were observed within these rooms. Centres had varying policies regar...
Introduction: Current napping practices for preschoolers in early childhood centres in which sleep times are mandated, seems at odds with normative sleep patterns for children and has been shown to result in later bed times, more night... more
Introduction: Current napping practices for preschoolers in early childhood centres in which sleep times are mandated, seems at odds with normative sleep patterns for children and has been shown to result in later bed times, more night waking and worse mood in the morning. Normative data for 3½–4½ year old children indicates that the average duration of naps is 15 minutes. So why are many early childhood centres mandating nap times which can last up to 2½ hours? This study is the first study to examine childcare staff's beliefs about children's daytime sleep and obtains data on staff knowledge about sleep, constraints to changing sleep practices and the response of staff to mandated nap periods. Method & Results: We present data from a stratified sample of early childhood centres examining childcare workers beliefs about children's daytime sleep. Six focus groups examining beliefs about napping practices and constraints to changing napping practices were conducted. Parti...
Introduction: Children aged 3–5 who engage in daytime sleep are more likely to go to bed later and have more night waking than children who do not. Children's sleep disruptions can impact the family functioning and well-being so it is... more
Introduction: Children aged 3–5 who engage in daytime sleep are more likely to go to bed later and have more night waking than children who do not. Children's sleep disruptions can impact the family functioning and well-being so it is important to understand parental view points and the factors which influence parent preferences when reviewing daytime sleep/rest periods. In Australia, approximately 50% of children aged 3–5 attend an Early Childhood Education and Care (ECEC) settings, and a daytime sleep/rest period is a prominent feature of their daily routines. Previous research reports that parental decisions regarding children's sleep patterns are influenced by various factors, including financial conditions, family size, cultural practices and beliefs, parent work schedules and child factors, to name a few. To date, no research has been conducted to examine a) parental preferences towards the daytime sleep/rest period in ECEC settings and b) the underlying reasons behind...
Introduction: In Australia over a million children attend Early Childhood Education and Care (ECEC) settings. Children's experiences in these settings have a significant impact on their health and well-being. Among these experiences... more
Introduction: In Australia over a million children attend Early Childhood Education and Care (ECEC) settings. Children's experiences in these settings have a significant impact on their health and well-being. Among these experiences is the daily sleep-time during which children in many centres children are required to lie down without alternative activity even if they are unable to sleep. In the pre-school year this presents particular challenges as many children have already achieved monophasic sleep and do not need to sleep. There is an evident disparity between current policies and practices in childcare and the biological needs of most children. Emerging evidence from cortisol studies suggest that the experience of sleep time may be stressful. Given the importance of understanding the impact of these policies and practices, first hand reports from children on their experiences and perspectives of the sleep period in ECEC settings is informative This study is the first to doc...
Introduction: Sleep is an essential component of the physiological restoration of the body. Poor sleep is linked to negative effects on not only physiological wellbeing, but psychological health and cognitive functioning as well. The... more
Introduction: Sleep is an essential component of the physiological restoration of the body. Poor sleep is linked to negative effects on not only physiological wellbeing, but psychological health and cognitive functioning as well. The study of sleep practice and environments is generally acknowledged to cover three domains; the immediate environment of the sleeper, the behaviour and practices that precede sleep and activities undertaken during the day that may impact on the quality of sleep. The regulation of these variables ensures effective and continuous sleep that is seen as being of benefit to the individual. Although there is a substantial body of research in the literature on the sleep practices and environments of specific populations, there is very little information on sleep practices and environments for children in a general sample and no information about the use of sleep practices and environments to assist in day time sleep for young children. Nap time, sleep or rest p...
Introduction: Data from a large Australian longitudinal study suggests that almost three-quarters of preschool aged children (aged 3–6 years) do not sleep during sleep periods in early childhood settings. Despite this, many centres... more
Introduction: Data from a large Australian longitudinal study suggests that almost three-quarters of preschool aged children (aged 3–6 years) do not sleep during sleep periods in early childhood settings. Despite this, many centres currently require all children to lie quietly, without alternate activities provided, during sleep periods of up to, and in some cases in excess of, 2 hours. Whether such practices have implication for children's night-time sleep, health or development is currently unknown. It is possible that compelling children to lie down without other activity for prolonged periods when they are unable, or unwilling, to sleep could induce stress and that this stress may generalise to bedtime at home. This study utilised the variation in sleep practices across childcare centres to examine the effects of mandatory versus flexible sleep practices on children's diurnal cortisol patterns. Method: Salivary cortisol samples were collected from 62 children attending c...
Postnatal depression is consistently associated with couple relationship qualities. Substantial infant care requirements in early weeks may highlight differences in parenting beliefs between mother and father. We calculated difference... more
Postnatal depression is consistently associated with couple relationship qualities. Substantial infant care requirements in early weeks may highlight differences in parenting beliefs between mother and father. We calculated difference scores in parenting beliefs (disparity) in a community sample of 209 parent dyads. Contrary to previous research regarding 'disagreement' which could be interpreted as discord, independently measured disparity was not associated with maternal depressive symptoms. Coparenting interventions should promote respectful negotiation rather than resolution of differences.
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ABSTRACT Daytime sleep is a significant part of the daily routine for children attending early childhood education and care (ECEC) services in Australia and many other countries. The practice of sleep-time can account for a substantial... more
ABSTRACT Daytime sleep is a significant part of the daily routine for children attending early childhood education and care (ECEC) services in Australia and many other countries. The practice of sleep-time can account for a substantial portion of the day in ECEC and often involves a mandated sleep/rest period for all children, including older preschool-aged children. Yet, there is evidence that children have a reduced need for daytime sleep as they approach school entry age and that continuation of mandated sleep-time in ECEC for preschool-aged children may have a negative impact on their health, development, learning and well-being. Mandated sleep-time practices also go against current quality expectations for services to support children’s agency and autonomy in ECEC. This study documents children’s reports of their experiences of sleep-time in ECEC. Semi-structured interviews were conducted with 54 preschool-aged children (44–63 months) across four long day ECEC services that employed a range of sleep-time practices. Findings provide a snapshot of children’s views and experiences of sleep-time and perceptions of autonomy-supportive practices. These provide a unique platform to support critical reflection on sleep-time policies and practices, with a view to continuous quality improvement in ECEC. This study forms part of a programme of work from the Sleep in Early Childhood research group. Our work examines sleep practices in ECEC, the subsequent staff, parent and child experiences and impacts on family and child learning and development outcomes.
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Report long-term outcomes of the NOURISH randomized controlled trial (RCT), which evaluated a universal intervention commencing in infancy to provide anticipatory guidance to first-time mothers on "protective" complementary... more
Report long-term outcomes of the NOURISH randomized controlled trial (RCT), which evaluated a universal intervention commencing in infancy to provide anticipatory guidance to first-time mothers on "protective" complementary feeding practices that were hypothesized to reduce childhood obesity risk. The NOURISH RCT enrolled 698 mothers (mean age 30.1 years, SD = 5.3) with healthy term infants (51% female). Mothers were randomly allocated to usual care or to attend two 6-session, 12-week group education modules. Outcomes were assessed 5 times: baseline (infants 4.3 months); 6 months after module 1 (infants 14 months); 6 months after module 2 (infants 2 years) and at 3.5 and 5 years of age. Maternal feeding practices were self-reported using validated questionnaires. BMI Z-score was calculated from measured child height and weight. Linear mixed models evaluated intervention (group) effect across time. Retention at age 5 years was 61%. Across ages 2 to 5 years, intervention mot...
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ABSTRACT Australian preschool teachers’ use of Web-searching in their classroom practice was examined (N = 131). Availability of Internet-enabled digital technology and the contribution of teacher demographic characteristics, comfort with... more
ABSTRACT Australian preschool teachers’ use of Web-searching in their classroom practice was examined (N = 131). Availability of Internet-enabled digital technology and the contribution of teacher demographic characteristics, comfort with digital technologies and beliefs about their use were assessed. Internet-enabled technologies were available in 53% (n = 69) of classrooms. Within these classrooms, teacher age and beliefs predicted Web-searching practice. Although comfortable with digital access of knowledge in their everyday life, teachers reported less comfort with Web-searching in the context of their classroom practice. The findings identify the provision of Internet-enabled technologies and professional development as actions to support effective and confident inclusion of Web-searching in classrooms. Such actions are necessary to align with national policy documents that define acquisition of digital literacies as a goal and assert digital access to knowledge as an issue of equity.
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To examine the relationship between mandatory naptimes in child care and children's nighttime sleep duration, both concurrently and 12 months later once in school. A sample of 168 children (50-72 months; 55% males) attending licensed... more
To examine the relationship between mandatory naptimes in child care and children's nighttime sleep duration, both concurrently and 12 months later once in school. A sample of 168 children (50-72 months; 55% males) attending licensed child care centers were observed across their morning and throughout their scheduled naptime. Mandatory naptime was determined as the period in which children were not permitted any alternative activity except lying on their bed. Teachers reported each child's napping in child care. Nighttime and total sleep duration was reported by parents at 2 time points, in child care and in the second semester of their first school year. General linear models were used to examine group differences in sleep duration between children experiencing 0 to 60 minutes and >60 minutes of mandatory naptime, adjusting for key confounders. Path analysis was conducted to test a mediation model in which mandatory naptime is associated with nighttime sleep duration thr...
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Research Interests:
Duration and quality of sleep affect child development and health. Encouragement of napping in preschool children has been suggested as a health-promoting strategy. The aim of this study is to assess evidence regarding the effects of... more
Duration and quality of sleep affect child development and health. Encouragement of napping in preschool children has been suggested as a health-promoting strategy. The aim of this study is to assess evidence regarding the effects of napping on measures of child development and health. This study is a systematic review of published, original research articles of any design. Children aged 0-5 years. Electronic database search was performed following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and assessment of research quality was carried out following a Grading of Recommendations, Assessment, Development and Evaluations (GRADE) protocol. Twenty-six articles met inclusion criteria. These were of heterogeneous quality; all had observational designs (GRADE-low). Development and health outcomes included salivary cortisol, night sleep, cognition, behaviour, obesity and accidents. The findings regarding cognition, behaviour and health impacts were inconsi...
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The hypothesis that twinning raises risk for behavioral difficulties in childhood is persistent, yet there is limited and inconsistent empirical evidence. Simple mean comparison without control for confounders provides data on prevalence... more
The hypothesis that twinning raises risk for behavioral difficulties in childhood is persistent, yet there is limited and inconsistent empirical evidence. Simple mean comparison without control for confounders provides data on prevalence rates but cannot provide knowledge about risk or etiology. To assess the effect of twin relationship on behavior, comparison of patterns of association with single-born siblings may be informative. Analyses of data from an Australian sample of twins and single-born children (N = 305, mean age 4 years 9 months, and a follow-up 12 months later) were undertaken. The outcome measure was the Strengths and Difficulties Questionnaire. Predictor and control measures were obtained from parent report on the sibling/co-twin relationship behavior, family demographics, and obstetric history. We assessed difference between twins and single-born children in two respects: (a) mean behavioral difficulties, and (b) patterns of association between sibling relationship and behavioral difficulties, controlling for confounders. Results showed no differences in mean levels of behavioral difficulties between twins and single-born siblings identifying the importance of statistical control for family and obstetric adversity. Differences in patterns of association were found; for twin children, conflict in their co-twin relationship predicted externalizing behaviors, while for single-born children conflict predicted internalizing behaviors. The findings of mean differences between twin and single-born children in social background, but not in behavioral difficulties, underscore the necessity of statistical control to identify risk associated with twinning compared with risk associated with family and obstetric background factors.
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... Mr Phillip Stacey QUT, Brisbane, Australia p.stacey@qut.edu.au ... However, very little research, apart from pilot work undertaken by the author (see Brownlee, Berthelsen & Boulton-Lewis, 2004), has investigated the development of... more
... Mr Phillip Stacey QUT, Brisbane, Australia p.stacey@qut.edu.au ... However, very little research, apart from pilot work undertaken by the author (see Brownlee, Berthelsen & Boulton-Lewis, 2004), has investigated the development of personal epistemology in early childhood ...
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... The parameter gl represents the probability that a woman who is depressed will be classified as depressed whereas the parameter g2 represents the probability that a woman who is not de-pressed will be classified as depressed. ... Page... more
... The parameter gl represents the probability that a woman who is depressed will be classified as depressed whereas the parameter g2 represents the probability that a woman who is not de-pressed will be classified as depressed. ... Page 4. 282 DM Fergusson et al. ...
Research Interests:
The Edinburgh Postnatal Depression Scale (EPDS) was sent by post to 206 mothers and 201 fathers of toddlers (aged between 19 and 22 months). At the same time these parents also completed subscales of the Crown—Crisp Experiential Index... more
The Edinburgh Postnatal Depression Scale (EPDS) was sent by post to 206 mothers and 201 fathers of toddlers (aged between 19 and 22 months). At the same time these parents also completed subscales of the Crown—Crisp Experiential Index (CCEI). The responses were used to assess the feasibility of postal completion of the EPDS and its acceptability to parents outside the
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... Table 1. Mother's depression, anxiety, somatic and malaise score during pregnancy. GreeceBritain Total Score n % n % n % Depression <4 4-6 7-9 >9 Total Anxiety <3 3-6 7-9 >9+ Total ... Score Greece Britain Total n % n... more
... Table 1. Mother's depression, anxiety, somatic and malaise score during pregnancy. GreeceBritain Total Score n % n % n % Depression <4 4-6 7-9 >9 Total Anxiety <3 3-6 7-9 >9+ Total ... Score Greece Britain Total n % n % I1 % Depression <4 4-6 7-9 >9 Anxiety <3 3-6 7-9 >9 ...
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... The comparison of Greece and Britain provides an interesting perspective from which to examine the effects of psychosocial factors on emotional well-being following childbirth. ... Antenatal measures Postnatal depression Greece... more
... The comparison of Greece and Britain provides an interesting perspective from which to examine the effects of psychosocial factors on emotional well-being following childbirth. ... Antenatal measures Postnatal depression Greece Britain ...
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... DOI: 10.1080/02680930903207695 Karin Ishimine a * , Collette Tayler b & Karen Thorpe c pages 717-732. Available online: 17 Nov 2009. ...
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The current study examines the link between the experience of divorce in childhood and several indices of adjustment in adulthood in a large community sample of women. Results replicated previous research on the long-term correlation... more
The current study examines the link between the experience of divorce in childhood and several indices of adjustment in adulthood in a large community sample of women. Results replicated previous research on the long-term correlation between parental divorce and depression and divorce in adulthood. Results further suggested that parental divorce was associated with a wide range of early risk factors, life course patterns, and several indices of adult adjustment. Regression analyses indicated that the long-term correlation between parental divorce and depression in adulthood is explained by quality of parent-child and parental marital relations (in childhood), concurrent levels of stressful life events and social support, and cohabitation. The long-term association between parental divorce and experiencing a divorce in adulthood was partly mediated through quality of parent-child relations, teenage pregnancy, leaving home before 18 years, and educational attainment.