For individuals resident in nursing homes, moderate to severe dementia might have a deleterious effect on oral health. Further work in this area is required.

The importance of recognising, valuing and respecting a child's family, culture, language and values is increasingly articulated in educational policy. Diversity and inclusion are central themes of the guiding principles of early childhood education and care in Australia. Children's literature can be a powerful tool for extending children's knowledge and understandings of themselves and others who may be different culturally, socially or historically. However, evidence suggests many settings provide monocultural book collections which are counterproductive to principles of diversity. This paper reports on a larger study investigating factors and relationships influencing the use of children's literature to support principles of cultural diversity in the kindergarten rooms of long day care centres. The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted and convergent design was employed to interpret significant relationships and their meanings. Twenty-four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. This study identified that current book collections in these four kindergarten rooms of long day care centres promote monocultural viewpoints and 'othering' of minority groups through limited access to books portraying inclusive and authentic cultural diversity. These findings have important social justice implications. The outcomes of this study have implications for educators, policy makers, early childhood organisations and those providing higher education and training for early childhood educators.

CHILDREN'S LITERATURE IS IMPORTANT because it nurtures emotional, social, creative and cognitive development, and gives children opportunities to appreciate and respond to diversity. In particular, literature that portrays racial and cultural diversity is a powerful means of promoting understanding of others while affirming individual identity. However, the limited number of studies about the nature and use of literature that reflects diversity in early childhood settings prompted this study, which investigates the nature of book collections in five long day care centres in the metropolitan region of Perth, Western Australia, with a specific focus on the extent to which they reflect racial diversity. Qualitative data was drawn from an audit of the children's book collections (2377 books) across each of the five centres. The findings revealed a lack of representation of racial diversity in those collections and where racial diversity was portrayed, non-dominant cultures were commonly misrepresented through stereotypical images often portraying outdated perspectives.

Between 1964 and 1966 comparative studies were carried out in Aberdeen, Scotland, and in village settlements in Fiji on the clinico-epidemiological features of molluscum contagiosum. In Aberdeen there was a positive correlation between this disease and attendance of patients at public swimming baths. The preponderance of male patients in Aberdeen was attributed to their more frequent indulgence in swimming. Household spread of the condition was rare in Aberdeen but common in Fiji. Lesions frequently occurred unilaterally or were situated on opposing skin surfaces. They were mainly central in distribution in Aberdeen, the axilla being a site of predilection. In Fijians, peripheral lesions were fairly common though palms and soles were not affected. Peak age incidence in Aberdeen was 10–12 years, contrasting with a peak at 2–3 years in Fiji. Opportunity for contagious exposure appeared to be the main factor determining transmission of molluscum contagiosum between hosts, this opportunity occurring frequently and early in life in Fiji but only under special circumstances and later in childhood in Aberdeen. However, the age distributions in the two populations suggested the possible operation of immunological as well as environmental factors in determining the overall pattern of disease in the community.We should like to express our thanks to the following people whose support and co-operation made this joint study possible: Dr K. J. Gilchrist, Principal of the Fiji School of Medicine; Prof J. A. R. Miles, Department of Microbiology, University of Otago; Dr C. H. Gurd, Director of Medical Services, Fiji; and Prof. A. Macdonald, Department of Bacteriology, University of Aberdeen. We are indebted to Dr T. E. Anderson and Dr R. A. Main of the Aberdeen Royal Infirmary for referring patients, to Mr W. Hodgkiss of the Torry Research Station, Aberdeen for carrying out the electron microscopy and to Dr Peter Bennett, Nuffield Foundation Scholar in Tropical Medicine from Aberdeen in 1962, who brought to the attention of the Aberdeen workers the prevalence of molluscum contagiosum in Fiji. Part of the work was supported by a grant to R. Postlethwaite from the British Empire Cancer Campaign for Research. Mr (now Dr) Ian Simpson and Miss Helen Adam were supported by Nuffield Foundation Scholarships in Tropical Medicine, and Dr J. A. Watt by a Garden Research Fellowship from the University of Aberdeen.

Catering for diversity within birth to 5-year-old settings continues to be an on-going concern for policy makers and educators worldwide. This research contributes to discussion on the value of children’s literature in achieving international principles of diversity and, in particular, the Principles, Practice and Outcomes outlined in the Australian Early Years Learning Framework. The article considers the selection and use of children’s literature related to diversity, as well as what influences these processes. Seventeen educators from five long day care centres located in or near the Perth metropolitan area participated in the study. Data were drawn from interviews and a book audit. The findings revealed educators had limited understandings of the role of literature in acknowledging and valuing diversity and rarely used it to promote the diversity-related outcomes of the EYLF. The key challenges which emerged from the findings concerned beliefs of educators, professional learning and the application of the EYLF in practice.