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

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