It's not rocket science: The perspectives of Indigenous early childhood workers on supporting the engagement of Indigenous families in early childhood settings

Abstract

THIS PAPER PRESENTS THE findings from semi-structured interviews with six Indigenous Australian early childhood workers who were asked about how Indigenous families might be better supported to engage with early childhood education and care services. The workers identified three key barriers to family participation: transport difficulties, family embarrassment or ‘shame’, and community division. Facilitation of family engagement was argued to require an acceptance of individual families as well as the embracing of culture and the wider Indigenous community. In addition, the interviewees stressed the importance of ongoing and appropriate training and support for Indigenous early childhood professionals. This paper contributes to the growing body of research to inform practice in early childhood settings that serve families with complex support needs, and highlights the importance of cultural knowledge and respect.

Engaging Indigenous families in a community-based Indigenous early childhood programme in British Columbia, Canada: A cultural safety perspective

“…These findings are well aligned with the international literature on engaging with families who experience social disadvantages and marginalisation by early childhood providers' recognising and addressing the various social factors that influence parental agency and life circumstances (Fox et al., ; Grace & Trudgett, ; Moore, McDonald, Sanjeevan, & Price, ; Pordes‐Bowers, Strelitz, Allen, & Donkin, ). The findings in this study highlight, however, how this approach to family engagement necessitates a significant shift in both the scope and pace of AIDPs workers' intervention.…”

“…Consistent with this perspective, the findings described in this article illustrate how AIDP workers took into account how caregivers' reluctance and suspicions were shaped by mistrust with systems and authority figures. In particular, and consistent with international literature (Grace & Trudgett, ; Hare & Anderson, ; Kaomea, ), workers understood how programme engagement was shaped by long‐standing and ongoing state intervention in families' lives. Moreover, in placing ‘the onus on us’ to rebuild trust and ‘being willing to move a step forward’—workers explicitly located the responsibility for programme engagement and adaptation at a programme and organisational level rather than with caregivers.…”

“…As discussed in the Australian context, the quality of provider–family relationships is a critical dimension of successful early childhood programming (Fox et al., ; Grace & Trudgett, ). Similarly, the findings in this study on ‘overcoming mistrust’ highlight how family engagement takes place in the context of relationships, which are shaped by multiple historical and structural factors, including patterns of systemic racism and other forms of discrimination.…”

“…Internationally, quality Indigenous early childhood programmes are increasingly viewed as critical sites for individual and collective healing, cultural and language revitalisation, and community rebuilding (Greenwood & Jones, ; Guilfoyle et al., ). However, in many settler‐colonial societies, there is a context of mistrust that has been shaped by Indigenous families' experiences of government‐sanctioned over‐surveillance and intervention, and Indigenous women's experiences of systemic racism and discrimination, such that many Indigenous caregivers are hesitant about engaging in early childhood programmes (Grace & Trudgett, , Health Council of Canada, ; Kaomea, ).…”

Changing patterns of parent–teacher communication and parent involvement from preschool to school

“…In Australia, Indigenous families are often amongst the most disadvantaged and marginalised. In particular, research by Dockett, Mason, and Perry (2006) and Grace and Trudgett (2012) suggests that Indigenous status can act as a barrier to parent involvement and parent-teacher communication as the early education or school environment is seen as being very different from the home environment, thus making some Indigenous families uncomfortable in these formal educational environments. Also, there can be a perceived power imbalance between teachers and families, again, preventing some Indigenous families from participating in planned involvement activities or communicating regularly with educators (Dockett et al, 2006).…”