update and overview paul bradshaw - growing...
TRANSCRIPT
Update and overview
Paul Bradshaw
10th May 2012
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Overview
Overview of the study
Summary of findings
What next for GUS?
Overview of the study 1.
3
The purpose of GUS
“To generate, through robust methods, specifically Scottish data about outcomes throughout childhood and into adulthood for children growing up in Scotland across a range of key domains:
• Cognitive, social, emotional and behavioural development
• Physical and mental health and wellbeing
• Childcare, education and employment
• Home, family, community and social networks
• Involvement in offending and risky behaviour
Such data will encompass, in particular, topics where Scottish evidence is lacking and policy areas where Scotland differs from the rest of the UK.”
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Study design: overview
National sample capable of analysis by urban/rural, deprived/non-deprived and other sub-groups of interest
Sample drawn from Child Benefit Records
Good coverage
Some limitations
Three cohorts:
Birth cohort 1: 5217 children, born 2004/05, aged 10.5 months at the 1st interview
Child cohort: 2859 children, born 2002/03, aged 34.5 months at the 1st interview
Birth cohort 2: 6100 children, born 2010/11 aged 10.5 months at the 1st interview
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Ages and stages
Age at interview
Year 0-1 1-2 2-3 3-4 4-5 5-6 6-7
7-8
2005 BC1
(5217)
CC1
(2858)
2006 BC1
(4512)
CC1
(2500)
2007 BC1
(4191)
CC1
(2331)
2008 BC1
(3994)
CC1
(2200)
2009 BC1
(3880)
-
2010 BC1
(3648)
-
2011 BC2
(6115)
-
2012 -
BC1
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Sources of information
GUS1 GUS2 GUS3 GUS4 GUS5 GUS6
(2005/6) (2006/7) (2007/8) (2008/9) (2009/10)
BC only
(2010/11)
BC only
Main carer Main carer Main carer Main carer Main carer Main carer
Partner
Child height
& weight
Child height
& weight
Child height
& weight
Cognitive
assessmts
Cognitive
assessmts
Health
records
Health
records
Health
records
Health
records
Health
records
Health
records
School
records
School
records
Summary of sweep
6 reports 2.
The sweep 6 reports
Early experiences of Primary School
Overweight, obesity and activity
The involvement of grandparents in children’s lives
Early experiences of Primary School: Content
overview
Entry to school
School choice and school characteristics
The transition to school
Parental involvement in school activities
Information from and contact with teachers and the school
Attendance and absence
Additional support needs
Practical arrangements
Satisfaction with the school
Parental aspirations and attitudes to schooling
Early experiences of Primary School:
key findings
Most parents (61%) had done eight
or more different ‘preparation’
activities with their child before
starting school, 31% had done
between four and seven, and just 8%
reported three or less.
39% of parents had participated in 4 or
more activities at the child’s school
Children in more socio-economically
disadvantaged circumstances
tended to have lower perceived
readiness for school – though
differences were small.
13%
of children had their entry
deferred.
Overweight, obesity and activity:
research questions
What
potentially
modifiable
factors are
associated
with
children’s
overweight
and obesity?
What
potentially
modifiable
factors are
associated
with
children’s low
activity
levels?
Overweight, obesity and activity: key
findings
22% (9%) 22% overweight including 9% obese
15% /
31% 15% < 60 minutes activity daily;
31% had 3+ hours screen time
Overweight, obesity and activity: key
findings
Overweight/ obesity
• Mother’s
overweight/obesity
• Frequent snacking
on sweets/crisps as
toddler
• Skipping breakfast
• Not eating main meal
in dining area
• Low parental
supervision
Low activity
• Mother’s lower
physical activity
• Less warm mother-
child relationship
• Mother thought
children require less
than 60 mins activity
• No nearby swimming
pool
High screen time
• Mother’s high screen
time
• TV in the bedroom
• Fewer mother and
child shared activities
• Fewer parental rules
• Greater social
deprivation
• Poor quality green
space
Factors associated with:
Involvement of grandparents: research
questions
What characteristics of
grandparents and
circumstances of children
are associated with more
involvement of
grandparents
Who is counted as a
grandparent? How many
grandparents do children
have? Which grandparents
are most likely to
interact/provide support?
Does lineage continue to
influence the level of
grandparental support and
do maternal grandmothers
remain the dominant
support givers?
Do factors increasing and
decreasing children’s pool
of grandparents (e.g.
maternal age) translate into
a corresponding change in
available support?
Involvement of grandparents: key
findings
99% 80%
1 living 3 or more
grandparent grandparents
The proportion of grandparents with
very frequent ‘hands on’ interaction is often higher among
lower income groups and
younger mothers
36% 43%
Grandmothers Grandfathers
employed
Geographical proximity,
gender and ‘lineage’ are the
characteristics most obviously
associated with whether
grandparents will be close, actively
involved and supportive.
What next for GUS? 3.
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BC1 Sweep 7/Age 8
Main carer interview
Updates of key standard measures
New questions on: Primary School;
attitudes to education; attitudes to environment
Child height and weight
Child interview
Audio-CASI
Topics include: friends, wellbeing,
parenting, school, materialism
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New birth cohort – BC2
Sweep 1 data collection completed
Analysis starting soon with report due end of 2012/early 2013
Opportunity to compare circumstances of children in BC2 (2010/11) with BC1 (2004/05)
Topics will include:
Pregnancy and birth
Infant feeding
Parenting support
Parenting styles
Childcare
Child health and development
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Visit our website and sign up to our
newsletter:
www.growingupinscotland.org.uk
Follow us on twitter: @growingupinscot
Email us:
[email protected], GUS Dissemination
Officer
[email protected], Project
Director
For further information