Alice Brown ( University of Southern Queensland, 61746311933, Alice.Brown@usq.edu.au)

1. Connecting with Kids: Exploring parent & stakeholder interpretations and experiences for supporting active play and bonding with young children • Alice Brown (University of Southern Queensland, 61746311933, Alice.Brown@usq.edu.au) • Malcolm Lewis Queensland Health ( Darling Downs Population Health Unit, 617319801, malcolm_lewis@health.qld.gov.au) • ● Toowoomba ● Queensland ●Australia INTRODUCTION RESULTS AND FINDINGS There is considerable evidence linking early life experiences and relationships with long term health and wellbeing (Hertzman & Williams, 2009; Mustard, 2008; Shonkoff, Boyce, &  McEwen, 2009; Stanley, et al., 2009). Educationalists, doctors, social scientists,  criminologists and even Nobel Prize winning economists advocating for  the need to invest in the very young as a proactive step in building stronger families and developing healthy and productive societies  (Heckman, 2006, Lynch, 2004; McCain, Mustard, & Shanker, 2007;  Oberklaid, 2005).  The multiple caregivers who support children, particularly parents, are now being recognised as major gatekeepers for preventative efforts (Gunner, et al., 2005; Koplan, et al., 2007; Lindsay, et al., 2006; Spurrier, et al., 2008). Further to this, parents and community based professionals who support families are recognised as having a folk wisdom about parenting and healthy child development. Currently, there is limited understanding of how theoretical and contemporary information on child development and physical activity is understood or translated by these key adults who support active play and relationships with children, particularly in the home and in rural contexts. Further to this, investigating the ‘home-context’, as one of these significant sites and as a geographical place where active play in children takes place is important, particularly as parenting occurs most often in the home. Parental behaviours, the physical environment and resources that exist within the home environment are increasingly being recognised as significantly influencing health and active behaviours, experiences and values(Campbell, et al., 2008; Hardy, et al., 2006; Jamner & Stokols, 2000). “He has a lot of fun with them. My partner has taught my little son how to do corroboree. He wants him to play football. They play around on the bed, they jump up and down” “My kitchen table turned into a cubby house when it rained. There was cushions and blankets and I said - as long as you guys can do that so mummy can sit for 5 mins I don’t care how much mess you make.” “But then outside we’ll go plant. I’ll make them all their own veggie gardens and we’ll plant the seeds and water them. Jack loves to vacuum and help put my washing up on the line. It might not be hung properly but I don’t care, they just like being with me.” Findings highlighted that there were contextual nuances that influenced participant’s acquisition of knowledge as well as their behaviours, values and practices for supporting active play and bonding. It was also evident that parents and key stakeholders varied dramatically in their knowledge and understandings of contemporary theory in these areas. Of particular interest was the strong links that emerged in terms of experiences of active play with parents being also opportunities for strong bonding and attachment. RECOMMENDATIONS There is increased recognition that determinants may be skewed or impact differently in particular contexts (eg, family home, place of work, daily living) in terms of supporting strong  attachment relationships and the health and well-being of young  children.(Brown, 2009, Trost, et al., 2002).Insights gained from research conducted as part of this project in South Burnett communities has inspired ongoing efforts with the intention of producing and sharing knowledge that would be valued by these groups. A number of contextually relevant strategies and resources have been developed and successfully distributed to stakeholders. The intention of this is to influence the way service providers work and to strengthen the ways parents interact with their children. As part of this project, Connecting with Kids activity cards were developed for distribution to parents via service providers. The cards contain many practical ideas and strategies for improving brain development, promoting secure attachment and supporting active play with children. The content of the cards attempts to translate ideas informed by contemporary theory into terms that families and communities can understand and identify with. METHODOLOGY The intention of this study was to illuminate the idiosyncratic perspectives, conversations and experiences shared by parents and stakeholders as part of the South Burnett research project.  These communications were part of an interpretive approach that aimed to reveal the meanings of participants in relation to the factors that impact on their understandings and ability to support bonding, attachment and active play opportunities with young children. Intrinsic case study was used for this research as it allowed us to ask the “how” and “why” questions and best afforded a ‘real life’ glimpse of participants’ contexts (Yin, 2003). Over a twelve month period data was collected using semi-structured interviews. Participants were chosen using purposive sampling and included: playgroup mothers, community development  workers, centre care workers, community support services and parents of  young children (birth to four).  A necessary criterion for each case  site was that participants either directly (parents, caregivers), or  indirectly (eg. family support networks, community health workers),  supported or worked with families with young children. Data was reviewed and transcribed by all three researchers using a  thematic approach where emerging themes were mutually agreed upon based on  initial research questions.  Four key analytic areas emerged.  These  included: (1) An examination of multiple South Burnett contexts; (2)  Secure attachments and connecting with kids; (3) Active Play and  Physical activity opportunities; and (4) Accessing and disseminating  information in the South Burnett.   Contextual overview: The South Burnett, is located 2.5 hours drive North West of the Queensland capital city, Brisbane. The region is a complex rural region. The region has a population of approximately 37 000.  Around 4800 of these are under ten years of age. Aboriginal and Torres Strait Islander (ATSI)   people make up 6.5% of the population in the region. The main regional urban centres include Kingaroy (the largest town in the area), Nanango, Murgon, Wondai and Cherbourg. Cherbourg is a former Aboriginal mission and has a population of around approximately 1100, 97% of whom are of  ATSI decent.  Around 1000 ATSI people live in other communities of the South Burnett. SEFIA indexes indicate that the region is characterised by significant relative disadvantage with 5 of the 6 SLAs being in the most disadvantaged quintile and one being the  second most disadvantaged quintile (ABS reference).  Employment and industry are mixed with farming, health, electricity processing, education, health all being employers of the population.  At the time of the research the South Burnett region was enduring an extended  drought. For further information on this research contact: Alice Brown, Faculty of Education, University of Southern Queensland, Ph: 617 46311933 Alice.Brown@usq.edu.au