An Abecedarian Approach with Aboriginal Families and Their Young Children in Australia: Playgroup Participation and Developmental Outcomes

Jane Page,Joseph Sparling,Frank Niklas,Janet Scull,Lisa Murray,Tricia Eadie,Megan L Cock

doi:10.1007/s13158-019-00246-3

Abstract

New approaches to support the early learning for young Indigenous children are important to government policies across Australia. This study explores whether the Abecedarian Approach Australia (3a) intervention, with strong cultural adaptations, can boost young Aboriginal children’s early language and learning skills, prior to preschool. Participants in this study were Aboriginal children attending playgroups, Families as First Teachers, in school settings in two remote communities in the Northern Territory. Implementation data on two components (Conversational Reading and LearningGames) of the Abecedarian Approach Australia (3a) intervention are reported, and the level of exposure the children had to the programme during the study period is analysed. Child outcomes were assessed on the Brigance Early Childhood Screen II for 149 children aged from 24 to 56 months. Children’s language and early learning were associated with intervention dosage. Higher exposure to Conversational Reading and LearningGames predicted stronger language and overall development for young children. This study demonstrates that this intervention can be delivered effectively in playgroups in remote settings and is a meaningful and robust strategy to support early childhood learning, with potential to improve educational outcomes for young Aboriginal children in remote communities.

Highlights

The provision of high-quality early educational experiences for Aboriginal children is an important goal for governments in Australia
In 2011, a report commissioned by the Northern Territory Government, Improving Educational Outcomes in the Northern Territory (Masters 2011) highlighted: ‘... that low average student performance levels in the Territory, among Indigenous students, have their origins in the years before school
This report recommended a search for breakthrough strategies that would support development of English language skills and the early learning skills required by young Indigenous children when they begin school

Summary

Introduction

The provision of high-quality early educational experiences for Aboriginal children is an important goal for governments in Australia. In 2011, a report commissioned by the Northern Territory Government, Improving Educational Outcomes in the Northern Territory (Masters 2011) highlighted: ‘... The problem is that a large percentage of children begin school significantly behind the rest of Australia and never catch up’ This report recommended a search for breakthrough strategies that would support development of English language skills and the early learning skills required by young Indigenous children when they begin school. It provides potential breakthrough strategies that could support early learning prior to school. This research assesses the impact of Abecedarian strategies on young Aboriginal children’s language and early learning skills, through participation in child and parent playgroups

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Conclusion