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Abstract
Early childhood is important for future cognitive and educational outcomes. Programs overcoming barriers to engagement in early education for Indigenous children must address family cultural needs and target developmental delays. This systematic review identifies culturally adapted programs to improve developmental delays among young children, in response to an identified priority of a remote Indigenous community. Five databases (the Cochrane Library, Embase, Medline, Scopus and CINAHL) were searched for English language papers in January 2018. Study quality was assessed, and findings were analysed thematically. Findings were presented to the community at an event with key stakeholders, to determine their inclusion and face validity. Seven relevant studies, published between 1997 and 2013, were identified by the researchers and each study was supported by the community for inclusion. Three studies included on Native American children and four studies included children from non-Indigenous disadvantaged backgrounds. Findings were reported narratively across four themes: storytelling to improve educational outcomes; family involvement improved development; culturally adapted cognitive behavioural therapy to reduce trauma; rewards-based teaching to improve child attention. Limited published research on culturally adapted and safe interventions for children with developmental delays exists but these four themes from seven studies identify useful components to guide the community and early childhood program development.
Highlights
Educational outcomes are correlated with broad and optimal health and social outcomes.Individuals who complete secondary school are more likely to gain employment, have stable housing, are less likely to have risky behaviours such as substance misuse or tobacco, and as such have improved health throughout the lifespan [1,2]
In Australia, Indigenous young people are less likely than non-Indigenous young people to complete secondary education [5] due to a range of factors as wide ranging as access to transport through to entrenched racism
Our review highlights the importance of identifying solutions to such a complex issue and was undertaken in response to an identified priority of a remote Indigenous community to develop an evidence-based program to enhance educational outcomes for children
Summary
Educational outcomes are correlated with broad and optimal health and social outcomes.Individuals who complete secondary school are more likely to gain employment, have stable housing, are less likely to have risky behaviours such as substance misuse or tobacco, and as such have improved health throughout the lifespan [1,2]. The countries of Australia, New Zealand, Canada and the United States share similar worldviews that are relational where people and country are holistically connected [3]. These countries share similar settler-colonial histories where Indigenous peoples were systematically mistreated that has led to an intergenerational impact resulting in the educational, Children 2020, 7, 285; doi:10.3390/children7120285 www.mdpi.com/journal/children. In Australia, Indigenous young people are less likely than non-Indigenous young people to complete secondary education [5] due to a range of factors as wide ranging as access to transport through to entrenched racism.
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