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News & Events
Looking at languageHearing your child’s first word is a precious moment for any parent but while most children begin to talk within 12 to 24 months of age, some take much longer.
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Kids with ADHD struggling at schoolA study by The Kids Research Institute Australia has found children with Attention Deficit Hyperactivity Disorder (ADHD) have significantly worse school outcomes.
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Rethink needed on literacy interventionA new study by The Kids Research Institute Australia has found current early intervention programs are failing to identify a large proportion of children with language an
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New research links poor language to lack of Vitamin D in wombNew research has found that children of mums who had low levels of Vitamin D during pregnancy are twice as likely to have language difficulties.
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Reading books boosts child languageA new study provides more evidence that reading books to young children and helping them visually to follow the story improves a child's language.
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How mums talk influences children’s perspective-taking abilityNew research shows that kids whose mums talk more frequently about others' thoughts tend to be better at taking another's perspective than other children.
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About the Australian Early Development IndexThe Australian Early Development Index (AEDI) program is conducted by the Centre for Community Child Health
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National snapshot of children's developmentNearly a quarter of Australian children could be developmentally at risk, according to the findings of the Australian Early Development Index (AEDI)
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ORIGINS reaches key milestoneORIGINS, a collaboration between The Kids and the Joondalup Health Campus, has achieved a major milestone – recruiting its 1000th family.
Research
Genome-Wide Analyses of Vocabulary Size in Infancy and Toddlerhood: Associations With Attention-Deficit/Hyperactivity Disorder, Literacy, and Cognition-Related TraitsThe number of words children produce (expressive vocabulary) and understand (receptive vocabulary) changes rapidly during early development, partially due to genetic factors. Here, we performed a meta-genome-wide association study of vocabulary acquisition and investigated polygenic overlap with literacy, cognition, developmental phenotypes, and neurodevelopmental conditions, including attention-deficit/hyperactivity disorder.