Experts report success in a culturally-adapted early childhood program for Aboriginal children. 

Children attending a centre in Alice Springs have been receiving a high-quality early education and care service, and their overall learning skills have improved.

In 2018, only 76 per cent of Aboriginal children aged four years were enrolled in an early childhood education program, well below the Closing the Gap target of 95 per cent by 2025. Two in five Aboriginal children who started school in 2018 were also developmentally vulnerable.

Attempts to improve these stakes include a new program at the Arrwekele Akaltye-Irretyeke Apmere Centre for Aboriginal children in Alice Springs, which follows a specially modified early learning curriculum incorporating Aboriginal cultural practices and language.

The centre supports children from the age of six months to three years from unemployed families who would not otherwise attend an early childhood program. 

The centre adopted a culturally adapted version of the ‘Abecedarian’ approach to supporting the learning and development of young children. 

This approach uses evidence-based teaching and learning strategies that emphasise the role of young children as active learners and encourages educators to have frequent, intentional and playful interactions with the children.

The services were designed to support childrens’ cultural identity and connections, for example, through incorporating cultural content, Aboriginal languages and a focus on family engagement.

Murdoch Children’s Research Institute (MCRI) researcher Professor Sharon Goldfeld said despite some challenges, particularly early in its operations such as initially low attendance rates, the centre had continued to improve and was overwhelmingly valued by staff, parents/carers and community stakeholders.

“By the end of the evaluation period, more children were regularly attending the centre and receiving a high-quality service, the staff were passionate and skilled and engagement with families continued to improve,” she said.

“Parents and carers appreciated the practical support the centre provided them, such as the transport provided, the lack of fees, and the stable and culturally safe welcoming environment for their children.”

During the evaluation, the centre was rated by the Australian Children’s Education and Care Quality Authority as ‘exceeding’ the overall National Quality Standard (the highest level).

Moreover, children entered the centre with low levels of development, language and communication skills. At follow-up, the pre-school language screening test (PLS-5) showed children who had more exposure to the centre tended to have higher language scores.

“Parents/carers and staff reported improvements in the children’s social skills, independence and cognitive abilities such as increased talking and showing more interest in reading, which they attributed to attendance at the centre,” Professor Goldfeld said.

A study on the centre is accessible here.