Serving families who face economic and related adversities: the ‘5 As’ of effective ECEC service delivery

Abstract

IntroductionFamilies with young children who face economic and related adversities are the most likely group to miss out on the advantages of regular sustained participation in high quality early childhood education and care. In Australia, there are an estimated 11% of children assessed by teachers to have two or more developmental vulnerabilities and many of these children are living in economically disadvantaged contexts. Government policy in Australia aspires to provide universal access to Early Childhood Education and Care (ECEC) services to support children’s outcomes and ensure workforce participation, but policy falls short of ensuring all families can take up high quality early childhood education and care. Government responses to the Covid crisis saw significant changes to the ECEC policy and funding mechanisms. It is timely therefore to reflect on the level of ‘competence’ in the Australian ECEC systems. Coined this term to refer to a system that is sustainable, inclusive, and effective for all families.MethodsUsing a Delphi methodology, we coalesced the insights of high-level stakeholders who have expertise in delivering services to families experiencing adversities and noted points of consensus and of divergence among these stakeholders. We have taken up the challenge of considering the Australian system from the point of view of families who typically find services hard to use.Results and ConclusionWe put forward a model that frames the characteristics of services that can inclusively engage with families - Approachable, Acceptable, Affordable, Accessible and Appropriate. We argue that more needs to be known about appropriateness and what effective pedagogy looks like on the ground for families and children.

Pockets of promise: exploring innovation and complexity of remote ECEC service delivery in Australia

“…Stakeholders offered solutions to this, including dual systems that prioritize both Western and First Nations pedagogy and knowledge, akin to identified approaches operated by non-government organizations in the Northern Territory and across other communities in Australia (Barhava-Monteith, 2020;Children's Ground, 2020). These findings touch on some of the key themes from another study undertaken by the authors, particularly around the need to privilege local knowledge and skills outside existing quality frameworks (Skattebol et al, 2023) through better recognition and valuation of cultural practices and worldviews. Importantly there are existing ECEC frameworks and approaches that regard local knowledges as central for children's wellbeing and belonging as well as a rich foundation for learning western/global knowledge and skills.…”

Promoting family wellbeing through parenting support in ECEC services: parents' views on a model implemented in Ireland

“…families experiencing difficult living conditions (Skattebol et al, 2023). The role of ECEC services in supporting parents and building partnerships with them is already recognised in national policies (CECDE, 2006;NCCA, 2009;DCYA, 2018), and research in the Irish context indicated that these services can provide families with a sense of belonging and support (Garrity and Canavan, 2017).…”