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Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic

Early childhood education journal, 2021-09, Vol.49 (5), p.903-913

2021

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Are Australian speech-language therapists working in the literacy domain with children and adolescents? If not, why not?

Child language teaching and therapy, 2021-06, Vol.37 (3), p.234-248

2021

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Maternal communicative behaviours and interaction quality as predictors of language development: findings from a community‐based study of slow‐to‐talk toddlers

International journal of language & communication disorders, 2018-03, Vol.53 (2), p.339-354

2018

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Associations between Early Childhood Education and Care (ECEC) attendance, adversity and language outcomes of 2-year-olds

Journal of early childhood research : ECR, 2022-12, Vol.20 (4), p.565-579

2022

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Effects of maternal depression on maternal responsiveness and infants' expressive language abilities

PloS one, 2023-01, Vol.18 (1), p.e0277762-e0277762

2023

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Associations of Specific Indicators of Adult-Child Interaction Quality and Child Language Outcomes: What Teaching Practices Influence Language?

Early education and development, 2024-05, Vol.35 (4), p.647-666

2024

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Predictive validity of verbal and non‐verbal communication and mother–child turn‐taking at 12 months on language outcomes at 24 and 36 months in a cohort of infants experiencing adversity: a preliminary study

International journal of language & communication disorders, 2018-09, Vol.53 (5), p.969-980

2018

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Associations between expressive and receptive language and internalizing and externalizing behaviours in a community‐based prospective study of slow‐to‐talk toddlers

International journal of language & communication disorders, 2017-11, Vol.52 (6), p.839-853

2017

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Measuring communicative participation in population‐based samples of children with speech and language difficulties

Developmental medicine and child neurology, 2017-10, Vol.59 (10), p.993-994

Levickis, Penny

2017

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Exploring Environmental Factors Associated with Child Wellbeing during COVID-19 in Australia and Germany

Education sciences, 2023-06, Vol.13 (7), p.641

2023

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Protocol for the Adaptation of a Direct Observational Measure of Parent-Child Interaction for Use With 7-8-Year-Old Children

Frontiers in psychology, 2021-01, Vol.11, p.619336-619336

2021

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Why families choose not to participate in research: Feedback from non-responders

Journal of paediatrics and child health, 2013-01, Vol.49 (1), p.57-62

2013

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Developing Preschool Language Surveillance Models - Cumulative and Clustering Patterns of Early Life Factors in the Early Language in Victoria Study Cohort

Frontiers in pediatrics, 2022-02, Vol.10, p.826817-826817

2022

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EHLS at School: school-age follow-up of the Early Home Learning Study cluster randomized controlled trial

BMC pediatrics, 2018-05, Vol.18 (1), p.148-148, Article 148

2018

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Improving outcomes of preschool language delay in the community: protocol for the Language for Learning randomised controlled trial

BMC pediatrics, 2012-07, Vol.12 (1), p.96-96, Article 96

2012

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Maternal responsive behaviours and child language outcomes in a cohort of mothers and children facing adversity

Early child development and care, 2023-01, Vol.193 (2), p.185-200

2023

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Training community health nurses to measure parent–child interaction: a mixed-methods study

European journal of public health, 2020-06, Vol.30 (3), p.445-450

2020

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Expectations and experiences of parents taking part in parent–child interaction programmes to promote child language: a qualitative interview study

International journal of language & communication disorders, 2020-07, Vol.55 (4), p.603-617

2020

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Domains of quality in early childhood education and care: A scoping review of the extent and consistency of the literature

Educational Review, 2024-06, Vol.76 (4), p.1057-1086

2024

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Profiles of Professional Wellbeing and Turnover Intentions Among Australian Early Childhood Educators

Early education and development, 2024-07, Vol.35 (5), p.1063-1079

2024

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Parents’ Perspectives of Family Engagement with Early Childhood Education and Care During the COVID-19 Pandemic

Early childhood education journal, 2023-10, Vol.51 (7), p.1279-1289

2023

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Challenges and supports for educator well-being: perspectives of Australian early childhood educators during the COVID-19 pandemic

Teachers and teaching, theory and practice, 2022-07, Vol.28 (5), p.568-583

2022

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Maternal behaviors promoting language acquisition in slow-to-talk toddlers: prospective community-based study

Journal of developmental and behavioral pediatrics, 2014-05, Vol.35 (4), p.274

2014

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Maternal Linguistic Input and Child Language in a Cohort at Risk of Experiencing Social Adversity

Language learning and development, 2021-07, Vol.17 (3), p.254-271

2021

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Associations between responsive parental behaviours in infancy and toddlerhood, and language outcomes at age 7 years in a population‐based sample

International journal of language & communication disorders, 2023-07, Vol.58 (4), p.1098-1112

2023

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Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic

Are Australian speech-language therapists working in the literacy domain with children and adolescents? If not, why not?

Maternal communicative behaviours and interaction quality as predictors of language development: findings from a community‐based study of slow‐to‐talk toddlers

Associations between Early Childhood Education and Care (ECEC) attendance, adversity and language outcomes of 2-year-olds

Effects of maternal depression on maternal responsiveness and infants' expressive language abilities

Associations of Specific Indicators of Adult-Child Interaction Quality and Child Language Outcomes: What Teaching Practices Influence Language?

Predictive validity of verbal and non‐verbal communication and mother–child turn‐taking at 12 months on language outcomes at 24 and 36 months in a cohort of infants experiencing adversity: a preliminary study

Associations between expressive and receptive language and internalizing and externalizing behaviours in a community‐based prospective study of slow‐to‐talk toddlers

Measuring communicative participation in population‐based samples of children with speech and language difficulties

Exploring Environmental Factors Associated with Child Wellbeing during COVID-19 in Australia and Germany

Protocol for the Adaptation of a Direct Observational Measure of Parent-Child Interaction for Use With 7-8-Year-Old Children

Why families choose not to participate in research: Feedback from non-responders

Developing Preschool Language Surveillance Models - Cumulative and Clustering Patterns of Early Life Factors in the Early Language in Victoria Study Cohort

EHLS at School: school-age follow-up of the Early Home Learning Study cluster randomized controlled trial

Improving outcomes of preschool language delay in the community: protocol for the Language for Learning randomised controlled trial

Maternal responsive behaviours and child language outcomes in a cohort of mothers and children facing adversity

Training community health nurses to measure parent–child interaction: a mixed-methods study

Expectations and experiences of parents taking part in parent–child interaction programmes to promote child language: a qualitative interview study

Domains of quality in early childhood education and care: A scoping review of the extent and consistency of the literature

Profiles of Professional Wellbeing and Turnover Intentions Among Australian Early Childhood Educators

Parents’ Perspectives of Family Engagement with Early Childhood Education and Care During the COVID-19 Pandemic

Challenges and supports for educator well-being: perspectives of Australian early childhood educators during the COVID-19 pandemic

Maternal behaviors promoting language acquisition in slow-to-talk toddlers: prospective community-based study

Maternal Linguistic Input and Child Language in a Cohort at Risk of Experiencing Social Adversity

Associations between responsive parental behaviours in infancy and toddlerhood, and language outcomes at age 7 years in a population‐based sample

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