Article
Can early childhood education programs support positive outcomes for indigenous children? A systematic review of the international literature
Educational Research Review
(2020)
Abstract
A robust body of literature demonstrates the positive impact of quality early childhood education on learning and development, particularly for disadvantaged children. This should extend to indigenous children, who often face barriers to positive learning and developmental outcomes. However, research on the impact of early education specifically for indigenous children is sparse. This systematic review of the international literature identified programs in early childhood education settings targeting indigenous children's learning, development and wellbeing. It sought to identify key features of each program and how acceptable they were to the community. Twelve experimental or quasi-experimental studies assessing the impact of 11 programs met the eligibility criteria. All showed promising, if limited, effects on outcomes for indigenous children. The findings suggest there is scope for further rigorous experimental research on the impact of programs which are responsive to local contexts, and which adheres to principles for the conduct of research with indigenous communities.
Keywords
- Indigenous peoples,
- Early childhood education,
- Systematic review,
- Child development,
- Preschool
Disciplines
Publication Date
November, 2020
DOI
https://doi.org/10.1016/j.edurev.2020.100363
Citation Information
Catriona Elek, Lina Gubhaju, Catherine Lloyd-Johnsen, Sandra Eades, et al.. "Can early childhood education programs support positive outcomes for indigenous children? A systematic review of the international literature" Educational Research Review Vol. 31 (2020) Available at: http://works.bepress.com/catriona-elek/7/