- Children
- Early Childhood
- Education
- Policy
- Journal Article
The Impact on Service Collaboration of Colocation of Early Childhood Services in Tasmanian Child and Family Centres: An Ethnographic Study
Published: 2021
Abstract
Background: The early years are critical for lifelong wellbeing, with transition to formal school a key period for development. For Indigenous children, this transition provides opportunities to build on cultural strengths and belonging. However, many children face systemic barriers that impact their transition experiences, highlighting a need for culturally safe programs that support Indigenous families during this significant time.
Objective: This systematic review synthesises evidence on programs supporting Indigenous children and families during the transition to formal school. It examines key practices, program outcomes, and factors influencing effectiveness, with a focus on culturally responsive, integrated approaches.
Methods: Comprehensive searches of electronic databases and grey literature (May–July 2024) identified studies meeting predefined inclusion criteria. Each study was evaluated not only for its academic quality but also for its consistency with Indigenous values and community priorities.
Results: Twelve papers reporting on nine programs were included. Programs incorporated play-based learning, family engagement strategies, and integrated health, education, and social services. Key themes included the importance of Indigenous leadership and governance, cultural responsiveness, holistic family support, and flexible delivery. Family engagement and two-generation approaches positively impacted school readiness, cognitive and social-emotional development, and family wellbeing.
Conclusions: Culturally responsive, community-led transition programs addressing broader social determinants of wellbeing effectively support Indigenous children and families. Further work is needed to ensure Indigenous governance in research and evaluation practices, and to ensure that program evaluations consider school and community-level impacts. Future programs and evaluations should centre Indigenous knowledge systems and prioritise Indigenous leadership throughout all stages of design, implementation, and evaluation.
DOI: 10.1007/s13384-025-00911-8
