Abstract
Engaging and empowering Indigenous families and their young children in quality early learning experiences through increasing parent knowledge and skill is critical to bridging the gap between Indigenous and non-Indigenous disadvantage. To do this, there must be evidence-based programs and approaches that achieve positive child outcomes and meet the needs of families in a myriad of ways. The systematic implementation of the Abecedarian Approach Australia (3a) within the Families as First Teachers (FaFT) program and other Indigenous contexts aims to do exactly this. This chapter outlines why high-quality evidenced-based approaches are necessary in the context of Indigenous academic and social disadvantage. It will also examine early literacy experiences necessary for school learning, linking these to 3a in the FaFT context. Implementation history will be explored and challenges discussed, demonstrating the complexity of systematically implementing an evidenced-based approach in a remote Indigenous parenting support program in the Northern Territory.
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Cooke, L., Piers-Blundell, A. (2019). Embedding Evidence-Based Practice into a Remote Indigenous Early Learning and Parenting Program: A Systematic Approach. In: Rennie, J., Harper, H. (eds) Literacy Education and Indigenous Australians. Language Policy, vol 19. Springer, Singapore. https://doi.org/10.1007/978-981-13-8629-9_11
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