Overview
Background
Dr Sally Staton is a Senior Research Fellow in the Science of Learning Research Centre at the Queensland Brain Institute, UQ. Dr Staton has a strong commitment to research that can inform and ensure positive early life experience for all children. Her research focuses on the role of early education and care settings in supporting young children’s immediate and on-going social-emotional, cognitive and physical development. Dr Staton’s research spans a range of study designs and methodologies, including evaluation studies in educational settings (applying randomised control trial and quasi-experimental designs), longitudinal studies tracking large child cohorts (>2000 children), standard observation techniques (in vivo and video), survey and individualised standard child assessment (using educational and psychological measures), as well as studies employing physiological (cortisol, actigraphy, heart rate variability) and qualitative (child, educator and parent interviews, socio-metric) designs. She has a particular expertise in the development, application and interpretation of observational measurement for educational practices and teacher-child interactions in education contexts, including early childhood settings. Dr Staton has a strong track record in research translation and community engagement, including delivery of reports for government and non-government organisations, professional development packages for early childhood professionals and teachers, presentations, workshops, videos and articles for parents, government regulatory officers and the early childhood sector. In 2016, she was named among Queensland’s Young Tall Poppy Scientists for her contribution to science translation and engagement. In 2019 her succesful research partnerships with industry and government was acknowledged in a Partners in Research Excellence Award from UQ.
Availability
- Associate Professor Sally Staton is:
- Not available for supervision
- Media expert
Fields of research
Qualifications
- Bachelor of Creative Industries, Queensland University of Technology
- Postgraduate Diploma, Queensland University of Technology
- Bachelor (Honours), Queensland University of Technology
- Doctor of Philosophy, Queensland University of Technology
Research interests
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Human Development
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Children and families
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Early Childhood Education and Care policy/practices
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Measurement of early care environments
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Child health and well-being
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Children’s sleep patterns and development
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Digital Technology use
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In-situ observation methods
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Mealtime interactions
Research impacts
Key Examples of Research Impact include:
- Implementation of the Assisting Observations Toolkit by the Queensland Government, Department of Education to inform practices of Authorised Officers responsible for Assessment and Rating of all Early Education and Care services in Queensland, Australia.
- SLEEP Professional Development Program resources cited in childcare policy and procedure documents nationally, including government (e.g. Qld, SA education departments, ACECQA) and peak childcare organisations (e.g. C&K, Gowrie, Early Childhood Australia), and in doing so shaping legislative standards and practice expectations. See detailed description below.
- Research informed national legislative changes in October 2017 (ACECQA; NQS) requiring all early childhood education and care providers to have documented policy and procedures for sleep, rest and relaxation.
- News media coverage in over 200 media outlets nationally and internationally, including: Huffington Post, BBC, Fox News, Daily Mail, NBC, Reuters, ABC Radio, and Channel 9. I have also undertaken radio (ABC Local, and National), and television (Channel 9) interviews, with media seeking my opinion on topics including children’s sleep, napping in young children and sleep practices within the early childhood sector. In 2018 I was selected as a focus scientist for the Queensland Chief Scientist Science in Queensland Social Media Campaign.
- SLEEP Program delivered (2015-2019) to >170 peak ECEC organisation leaders and >100 DoE regulatory officers in Qld, including the first pilot RCT study of the impacts of this program on educator practices and interaction quality between educators and children in ECEC services.
- Research embedded within university Early Childhood training programs in Australia and internationally (UK).
- Invitations from the Director of Research Services Qld Govt. DoE (2017 and 2018) to present the sleep project as an example of successful partnership between research and government leading to impact on educational policy and practice.
- Delivery of the State of Early Learning in Australia Report, launched at Parliament House, Canberra, November 2019, including delivery of key indicators for Australia to inform policy and practice actions.
- Research translation into oral language resources for ECEC educators, distributed nationally through the Evidence for Learning Website, Social Ventures Australia, and presented directly to early childhood teachers working in Australian communities experiencing high developmental vulnerability.
- Featured scientist in state and national science engagement events and initiatives, including The Science of Sleep. ABC Radio National, Big Ideas Program (July 2019),
- Tall Poppy Science Award for recognition of my contribution to science communication and translation and Partners in Research Excellence Award for excellence in partnerships in research with government and industry.
Works
Search Professor Sally Staton’s works on UQ eSpace
Featured
2021
Journal Article
Environmental light exposure, rest-activity rhythms, and symptoms of inattention and hyperactivity: an observational study of Australian preschoolers
Ulset, Vidar Sandsaunet, Czajkowski, Nikolai Olavi, Staton, Sally, Smith, Simon, Pattinson, Cassandra, Allen, Alicia, Thorpe, Karen and Bekkhus, Mona (2021). Environmental light exposure, rest-activity rhythms, and symptoms of inattention and hyperactivity: an observational study of Australian preschoolers. Journal of Environmental Psychology, 73 101560, 101560. doi: 10.1016/j.jenvp.2021.101560
Featured
2021
Journal Article
Three things I learn at sleep-time: children’s accounts of sleep and rest in their early childhood education programs
Gehret, Hannah, Cooke, Emma, Staton, Sally, Irvine, Susan and Thorpe, Karen (2021). Three things I learn at sleep-time: children’s accounts of sleep and rest in their early childhood education programs. Early Years, 41 (5), 556-573. doi: 10.1080/09575146.2019.1634010
2020
Other Outputs
Educational outcomes of Queensland's investment in early childhood education and care (2007- 2020)
Thorpe, Karen, Potia, Azhar Hussain, Beatton, Tony, Rankin, Peter and Staton, Sally (2020). Educational outcomes of Queensland's investment in early childhood education and care (2007- 2020). Brisbane, QLD Australia: Institute for Social Science Research, The University of Queensland.
2020
Other Outputs
A market in mealtimes: social and economic factors associated with meal provision in Early Care and Education (ECE) services
Thorpe, Karen, Searle, Bonnie, Van Halen, Olivia, Lakeman, Nicole, Oakes, Candice, Harris, Holly and Staton, Sally (2020). A market in mealtimes: social and economic factors associated with meal provision in Early Care and Education (ECE) services. LCC Working Paper Series. 2020-25. Institute for Social Science Research, The University of Queensland, Brisbane.
2020
Conference Publication
The importance of understanding children’s perspectives: research with children
Cooke, Emma, Houen, Sandy, Zheng, Zhaoxi and Staton, Sally (2020). The importance of understanding children’s perspectives: research with children. Paediatric Sleep Medicine Research Group (PSMRG) Research Mentorship Program Clinical Nurses Introduction Day, Queensland Children's Hospital, 19 October 2020.
Featured
2020
Journal Article
The when and what of measuring ECE quality: Analysis of variation in the Classroom Assessment Scoring System (CLASS) across the ECE day
Thorpe, Karen, Rankin, Peter, Beatton, Tony, Houen, Sandy, Sandi, Matteo, Siraj, Iram and Staton, Sally (2020). The when and what of measuring ECE quality: Analysis of variation in the Classroom Assessment Scoring System (CLASS) across the ECE day. Early Childhood Research Quarterly, 53, 274-286. doi: 10.1016/j.ecresq.2020.05.003
2020
Other Outputs
Learning through COVID-19: Grey literature scan: current international evidence on the educational impacts of COVID-19: Pillar 1: Technical Supporting Report 1 of 7
Coles, Laetitia, Staton, Sally, Pattinson, Cassandra, Cleary, Anne, Zheng, Zhaoxi, Van Halen, Olivia and Thorpe, Karen (2020). Learning through COVID-19: Grey literature scan: current international evidence on the educational impacts of COVID-19: Pillar 1: Technical Supporting Report 1 of 7. Learning through COVID-19 St Lucia, QLD, Australia: The University of Queensland.
2020
Other Outputs
Learning through COVID-19: Rapid review of older students at risk of disengagement from school (Cohort 2): Pillar 1: Technical Supporting Report 3 of 7
Pattinson, Cassandra, Staton, Sally, Tomaszewski, Wojtek, Bayliss, Olivia, Coles, Laetitia and Johnstone, Melissa (2020). Learning through COVID-19: Rapid review of older students at risk of disengagement from school (Cohort 2): Pillar 1: Technical Supporting Report 3 of 7. Learning through COVID-19 St Lucia, QLD, Australia: The University of Queensland.
2020
Other Outputs
Learning through COVID-19: Outcomes and risk factors for children at risk of educational disadvantage: Evidence from secondary data analysis: Pillar 1: Technical Supporting Report 7 of 7
Xiang, Ning, Kubler, Matthias, Tomaszewski, Wojtek, Vaithianathan, Rhema, Western, Mark, Staton, Sally, Thorpe, Karen and Johnstone, Melissa (2020). Learning through COVID-19: Outcomes and risk factors for children at risk of educational disadvantage: Evidence from secondary data analysis: Pillar 1: Technical Supporting Report 7 of 7. Learning through COVID-19 St Lucia, QLD, Australia: The University of Queensland.
2020
Other Outputs
Learning through COVID-19: Rapid review of young children who started school already behind (Cohort 1): Pillar 1: Technical Supporting Report 2 of 7
Coles, Laetitia, Staton, Sally, Pattinson, Cassandra, Zheng, Zhaoxi, Inch, Zeb, Johnstone, Melissa and Thorpe, Karen (2020). Learning through COVID-19: Rapid review of young children who started school already behind (Cohort 1): Pillar 1: Technical Supporting Report 2 of 7. Learning through COVID-19 St Lucia, QLD, Australia: The University of Queensland.
2020
Other Outputs
The most disadvantaged students: prep and NAPLAN results
Thorpe, Karen, Potia, Azhar Hussain, Beatton, Tony, Rankin, Peter and Staton, Sally (2020). The most disadvantaged students: prep and NAPLAN results. Brisbane, QLD Australia: Institute for Social Science Research.
2020
Other Outputs
Queensland State School students: Prep and NAPLAN results
Thorpe, Karen, Potia, Azhar Hussain, Beatton, Tony, Rankin, Peter and Staton, Sally (2020). Queensland State School students: Prep and NAPLAN results. Brisbane, QLD Australia: Institute for Social Science Research.
2020
Other Outputs
The most disadvantaged students: prep and educational outcomes
Thorpe, Karen, Potia, Azhar Hussain, Beatton, Tony, Rankin, Peter and Staton, Sally (2020). The most disadvantaged students: prep and educational outcomes. Brisbane, QLD Australia: Institute for Social Science Research.
2020
Other Outputs
Queensland State School students: prep and educational outcomes
Thorpe, Karen, Potia, Azhar Hussain, Beatton, Tony, Rankin, Peter and Staton, Sally (2020). Queensland State School students: prep and educational outcomes. Brisbane, QLD Australia: Institute for Social Science Research.
2020
Other Outputs
Indigenous students: prep and NAPLAN results
Thorpe, Karen, Potia, Azhar Hussain, Beatton, Tony, Rankin, Peter and Staton, Sally (2020). Indigenous students: prep and NAPLAN results. Brisbane, QLD Australia: Institute for Social Science Research.
2020
Other Outputs
Indigenous students: prep and educational outcomes
Thorpe, Karen, Potia, Azhar Hussain, Beatton, Tony, Rankin, Peter and Staton, Sally (2020). Indigenous students: prep and educational outcomes. Brisbane, QLD Australia: Institute for Social Science Research.
2020
Conference Publication
Variation in observed instructional support predicts academic outcomes
Rankin, P., Staton, S. and Thorpe, K. (2020). Variation in observed instructional support predicts academic outcomes. AERA Annual Meeting San Francisco, San Francisco, CA USA, 17-21 April 2020.
2020
Journal Article
Correction to: “Did my child sleep today?”: communication between parents and educators in early childhood education and care settings (Child & Youth Care Forum, (2019), 10.1007/s10566-019-09527-3)
Oakes, Candice, Staton, Sally, Houen, Sandra, Cooke, Emma, Pattinson, Cassandra, Teo, Sue-Lynn and Thorpe, Karen (2020). Correction to: “Did my child sleep today?”: communication between parents and educators in early childhood education and care settings (Child & Youth Care Forum, (2019), 10.1007/s10566-019-09527-3). Child and Youth Care Forum, 49 (2), 285-286. doi: 10.1007/s10566-019-09531-7
Featured
2020
Journal Article
Many naps, one nap, none: a systematic review and meta-analysis of napping patterns in children 0-12 years
Staton, Sally, Rankin, Peter S., Harding, Mollie, Smith, Simon S., Westwood, Emily, LeBourgeois, Monique K. and Thorpe, Karen J. (2020). Many naps, one nap, none: a systematic review and meta-analysis of napping patterns in children 0-12 years. Sleep Medicine Reviews, 50 101247, 101247. doi: 10.1016/j.smrv.2019.101247
Featured
2020
Journal Article
Working towards the Australian National Quality Standard for ECEC: what do we know? Where should we go?
Thorpe, Karen, Westwood, Emily, Jansen, Elena, Menner, Ryan, Houen, Sandy and Staton, Sally (2020). Working towards the Australian National Quality Standard for ECEC: what do we know? Where should we go?. Australian Educational Researcher, 48 (2), 227-247. doi: 10.1007/s13384-020-00387-8
Funding
Current funding
Supervision
Availability
- Associate Professor Sally Staton is:
- Not available for supervision
Supervision history
Current supervision
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Doctor Philosophy
The Developmental Significance of Sleep Transitions in Early Childhood
Principal Advisor
Other advisors: Dr Dwayne Mann, Professor Simon Smith
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Doctor Philosophy
Can attachment theory be applied in early education and care environments? Theorising and measuring qualities of child-educator relationships
Principal Advisor
Other advisors: Professor Karen Thorpe, Dr Sandy Houen
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Doctor Philosophy
Child sleep development in the context of family work lives
Principal Advisor
Other advisors: Dr Peter Rankin
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Doctor Philosophy
Same Educator, Different Day
Associate Advisor
Other advisors: Dr Sandy Houen, Professor Karen Thorpe
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Doctor Philosophy
Understanding children's constructions and experiences of death, dying and loss
Associate Advisor
Other advisors: Associate Professor Rebecca Olson
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Doctor Philosophy
The Signifiance of Nap Cessation for Children's Social-emotional Functioning
Associate Advisor
Other advisors: Dr Peter Rankin, Professor Karen Thorpe, Professor Simon Smith
Completed supervision
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2021
Doctor Philosophy
Relaxation and Unrest: A Crystallization of Children's Experiences in Early Childhood Education and Care
Principal Advisor
Other advisors: Professor Karen Thorpe
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2024
Doctor Philosophy
Why mealtimes matter: food provision and practices in childcare centres serving low-income communities.
Associate Advisor
Other advisors: Adjunct Professor Robyn Littlewood, Professor Karen Thorpe
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2023
Doctor Philosophy
Sleep in Children with Down syndrome: Improving Outcomes
Associate Advisor
Other advisors: Associate Professor Honey Heussler
Media
Enquiries
Contact Associate Professor Sally Staton directly for media enquiries about:
- Child Development
- Childcare
- Children
- Children's Relaxation
- Children's Sleep
- Early Childhood Education and Care
- Naps
- Naptimes
- Preschool
- Sleep
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