Journal article

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

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



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 child..

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Funding Acknowledgements

This study was supported by the Australian Research Council (ARC) Linkage project 'Building a bridge into preschool in remote Northern Territory communities' and the Department of Education, Northern Territory who were the partners in this grant. We would like to acknowledge the lead work of Emeritus Professor Collette Tayler in the Linkage project. Collette had a keen commitment to improving the educational outcomes of Australian Aboriginal children and was instrumental in setting up this study. Collette passed away in December 2017. We are grateful to the families and community members who participated in the research, and to the FaFT staff who played a critical role in contributing their cultural knowledge and wisdom throughout the implementation of the study. We also thank the Indigenous Early Childhood Parenting Reference Group (IECPRG) for their guidance and contribution.