Supporting Aboriginal families’ and children’s developing sense of belonging at KindiLink

Abstract

This paper reports on findings from four case studies, as part of a large-scale study undertaken to evaluate the KindiLink initiative across Western Australia in remote, regional and metropolitan communities. KindiLink is an educator-led playgroup initiative in public school sites in Western Australia targeted at Aboriginal children and their families. KindiLink aims included the cultivation of Aboriginal families’ and children’s developing sense of belonging and engagement at their local primary school. A constructivist paradigm was used to describe the subjective experiences of individuals, which was important to ascertain if the aims of KindiLink had been met. To complement the meaning-making of the experience, qualitative data were collected via detailed studies of four KindiLink sites to capture similarities and differences of the settings and gain depth of experience through the voices of the participants. The study found KindiLink successfully connected Aboriginal children and families to schools and built a sense of belonging and productive relationships between families, staff, school and the community in a culturally safe space. Furthermore, KindiLink developed the capacity and confidence of parents as their children’s first teachers and supported the home learning environment. The Aboriginal Indigenous education officer in each programme was critical to the engagement of Aboriginal families and acknowledgement of cultural aspects important to children’s growing cultural identities. The relationships built between KindiLink staff and families, and between families, were important for children’s and their families’ growing sense of belonging to the school, which assisted participation at school.

School playgroups: Which features of provision matter?

“…A triadic approach, involving children, families and educators, rather than only children and educators, is indicated. The ABCEDARIAN, HIPPY and High Scope initiatives have operated on this basis for a number of years (Fisher et al, 2020), as do more recent approaches in Australia, including Kindilink (Barblett et al, 2020) and Families as First Teachers (Gapany et al, 2021). The triadic potential of school playgroups is worthy of further attention, particularly given that these groups are likely accessible to children and families in communities in which schools are already operating.…”

“…Most recently, school playgroups have been adapted as a model for increasing the participation of Aboriginal and Torres Strait Islander (ATSI) children and families in ECEC. The ‘Kindilink’ (Barblett et al, 2020) and ‘Families as First Teachers’ (Gapany et al, 2021) playgroups have been shown to increase the quality of relationships occurring between ATSI children, families and school communities, especially when Aboriginal Indigenous Education Officers are employed as facilitators.…”

A systematic review of Indigenous parents' educational engagement

“…Eleven studies highlighted that empowering parents with knowledge and skills to support their children's education helped parents engage in their children's learning. Mutual sharing between parents and teachers was a beneficial strategy (Barblett et al, 2020). Teachers shared their expertise on pedagogy (Barblett et al, 2020; Barratt‐Pugh et al, 2021; Leske et al, 2015), parenting, life skills (Benzies et al, 2011; Chodkiewicz et al, 2008; Grace & Trudgett, 2012; Hare, 2011), and leadership skills (Flückiger & Jones, 2012).…”

“…Mutual sharing between parents and teachers was a beneficial strategy (Barblett et al, 2020). Teachers shared their expertise on pedagogy (Barblett et al, 2020; Barratt‐Pugh et al, 2021; Leske et al, 2015), parenting, life skills (Benzies et al, 2011; Chodkiewicz et al, 2008; Grace & Trudgett, 2012; Hare, 2011), and leadership skills (Flückiger & Jones, 2012). Sharing something by the teachers and making parents feel comfortable practising it was highly effective (Mills, 2004).…”

“…Though the shared activities were new, parents were committed to learning to help their children at home by participating in activities prepared by the teacher (Barblett et al, 2020; Barratt‐Pugh et al, 2021; Benzies et al, 2011; Justice et al, 2020). Through dialogue reading exercises, conversational language approaches (Barblett et al, 2020), and book clubs (Justice et al, 2020), daily reading activities became more exciting. Parents reported that they created and tested games for their children at home (Flückiger & Jones, 2012).…”