This paper is in the following e-collection/theme issue:

Non-Randomized Study Protocols and Methods (Non-eHealth) (571)

Published on in Vol 7, No 3 (2018): March

Building Yolŋu Skills, Knowledge, and Priorities into Early Childhood Assessment and Support: Protocol for a Qualitative Study

Building Yolŋu Skills, Knowledge, and Priorities into Early Childhood Assessment and Support: Protocol for a Qualitative Study

Building Yolŋu Skills, Knowledge, and Priorities into Early Childhood Assessment and Support: Protocol for a Qualitative Study

Authors of this article:

Anne Lowell1 Author Orcid Image ;   Elaine Lawurrpa Maypilama1 Author Orcid Image ;   Lyn Fasoli1 Author Orcid Image ;   Rosemary Gundjarranbuy2 Author Orcid Image ;   Jenine Godwin-Thompson3 Author Orcid Image ;   Abbey Guyula1 Author Orcid Image ;   Megan Yunupiŋu2 Author Orcid Image ;   Emily Armstrong1 Author Orcid Image ;   Jane Garrutju2 Author Orcid Image ;   Rose McEldowney1 Author Orcid Image
Article Authors Cited by (12) Tweetations (1) Metrics

Journals

  1. Page J, Cock M, Murray L, Eadie T, Niklas F, Scull J, Sparling J. An Abecedarian Approach with Aboriginal Families and Their Young Children in Australia: Playgroup Participation and Developmental Outcomes. International Journal of Early Childhood 2019;51(2):233 View
  2. Lowell A, Maypilama Ḻ, Fasoli L, Guyula Y, Guyula A, Yunupiŋu M, Godwin-Thompson J, Gundjarranbuy R, Armstrong E, Garrutju J, McEldowney R. The ‘invisible homeless’ – challenges faced by families bringing up their children in a remote Australian Aboriginal community. BMC Public Health 2018;18(1) View
  3. Page J, Murray L, Niklas F, Eadie P, Cock M, Scull J, Sparling J. Parent Mastery of Conversational Reading at Playgroup in Two Remote Northern Territory Communities. Early Childhood Education Journal 2022;50(2):233 View
  4. Millier J. Moving away from the deficit perspective: Aboriginal child development in partnership with families. Rural Society 2021;30(1):1 View
  5. Page J, Murray L, Cock M, Eadie P, Nossar V, Niklas F, Scull J, Sparling J. Aboriginal children’s health, playgroup participation and early learning outcomes in two remote Northern Territory communities. Health Education Journal 2021;80(5):596 View
  6. Chamberlain C, Gray P, Herrman H, Mensah F, Andrews S, Krakouer J, McCalman P, Elliott A, Atkinson J, O'Dea B, Bhathal A, Gee G. Community views on ‘Can perinatal services safely identify Aboriginal and Torres Strait Islander parents experiencing complex trauma?’. Child Abuse Review 2023;32(1) View
  7. Armstrong E, Maypilama Ḻ, Fasoli L, Guyula A, Yunupiŋu M, Garrutju J, Gundjarranbuy R, Gapany D, Godwin-Thompson J, Lowell A, Nielsen M. How do Yolŋu recognise and understand their children’s learning? Nhaltjan ŋuli ga Yolŋuy nhäma ga märr-dharaŋan djamarrkuḻiw marŋgithinyawuy?. PLOS ONE 2022;17(8):e0272455 View
  8. Amery R, Wunungmurra J, Bukuḻatjpi G, Dikul Baker R, Gumbula F, Yunupingu E, Raghavendra P, Barker R, Theodoros D, Amery H, Massey L, Lowell A. Designing augmentative and alternative communication systems with Aboriginal Australians: vocabulary representation, layout, and access. Augmentative and Alternative Communication 2022;38(4):221 View
  9. Amery R, Wunungmurra J, Raghavendra P, Bukuḻatjpi G, Dikul Baker R, Gumbula F, Barker R, Theodoros D, Amery H, Massey L, Lowell A. Augmentative and alternative communication for Aboriginal Australians: Developing core vocabulary for Yolŋu speakers. Augmentative and Alternative Communication 2022;38(4):209 View
  10. Watermeyer J, Neille J. The application of qualitative approaches in a post-colonial context in speech-language pathology: A call for transformation. International Journal of Speech-Language Pathology 2022;24(5):494 View
  11. Adamson E, Skattebol J. Pockets of promise: exploring innovation and complexity of remote ECEC service delivery in Australia. Frontiers in Education 2023;8 View
  12. Staley B, Armstrong E, Amery R, Lowell A, Wright T, Jones C, Taylor L, Hodson J. Speech-Language Pathology in the Northern Territory. Journal of Clinical Practice in Speech-Language Pathology 2020;22(1):34 View