The latest material added to the Australian Institute of Family Studies library database is displayed, up to a maximum of 30 items. Where available online, a link to the document is provided. Many items can be borrowed from the Institute's library via the Interlibrary loan system.
Journal of Child and Family Studies v. 30 o. 1 Jan 2021: 1-16
This article describes the development, implementation and evaluation of a manualised therapeutic playgroups for children with developmental delay. The manual for the 8-week program was developed, tested, and revised over several stages. First, the principles and content were developed through study of the literature and consultation with a working group of professionals and caregivers. A feasibility study was then conducted with parents and children, before testing with a larger group. The evaluation found the program was well-received by parents and facilitators and was associated with improvements in family support and child performance. Key factors for this success were identified, leading to the final revision of the manual.
East Melbourne, Vic. : Parenting Research Centre, 2020.
CatholicCare Wilcannia-Forbes is a family support agency in rural and remote New South Wales. Like other agencies faced with the COVID-19 restrictions, they have had to radically change the way they work with clients: in their cases adopting secure social media platforms, telepractice, add remote work for staff. This report evaluates which of their innovations have worked well and which should be retained after restrictions are relaxed. The evaluation drew on an audit and risk assessment of adapted service delivery models, interviews with staff, staff wellbeing data, and surveys and interviews with clients from playgroups and financial counselling services - two types of services that are difficult to replicate remotely.
Australasian Journal of Early Childhood v. 45 no. 4 Dec 2020: 309-321
KindiLink is a playgroup initiative based in public school sites in Western Australia that targets Aboriginal children and their families. The program is led by educators and an Aboriginal Indigenous education officer and aims to enhance the children and families' sense of belonging and engagement with the school system. As part of a broader evaluation of the program, this article presents findings from four case studies, comparing similarities and differences across the sites and exploring qualitative findings. The findings indicate that KindiLink successfully connects Aboriginal children and families to schools and builds a sense of belonging and productive relationships between families, staff, and schools. It also helps develop the home learning environment and parents' capacity and confidence as their children's first teachers. The findings highlight the role of relationships between families and staff and the key role of the Aboriginal Indigenous education officer.
Melbourne, Vic. : Victorian Government Printer, 2020.
This report presents the findings and recommendations of an inquiry into the engagement of culturally and linguistically diverse communities with early childhood services in Victoria. It discusses barriers to participation, integrated and place-based responses, the early childhood workforce, increasing the number of bicultural and bilingual workers, multiculturalism in Victorian policy and law, interpretation and translation language services, maternal and child health services, structural barriers to engaging with families from refugee backgrounds, issues relating to mental health and disability, awareness of the importance of early learning, entry points into early learning, playgroups usage and targeting, the early childhood education and care system, targeted support for kindergarten participation, school readiness and transition to primary school, and the impact of COVID-19, including on telehealth services. The inquiry heard that people from culturally diverse backgrounds are underrepresented in early childhood services and face numerous barriers to engagement, including racism, limited awareness of services and their benefits, communication and language barriers, distrust of services, fear of being judged, structural barriers, and - for refugees - backgrounds of immense disadvantage, loss and trauma.
Australasian Journal of Early Childhood v. 45 no. 2 Jun 2020: 155-169
This article reviews the literature on participation in community playgroups. Community playgroups are managed by volunteers and parents and children voluntarily attend. Although this model of playgroup operates in Australia and overseas, little is known about them, and this review highlights how more research is needed to build the evidence base on their operation and benefits.
Journal of Family Studies 24 Jun 2020: Advance online publication
This article explores participation and inclusion in one playgroup for LGBTQ families. Drawing on interviews with playgroup members, the article looks at LGBTQ group identity and which families felt welcome or excluded from the playgroup. Though the group aimed to help LGBTQ families feel supported and nurtured in both their parent and LGBTQ identities, some families felt unwelcome.
American Educational Research Journal v. 57 no. 2 2020: 475-503
This article investigates whether children who attend playgroup have better development at school entry. It analyses data from the Australian Early Development Census, for children aged 4 to 6 years who commenced school in 2015. The findings indicate that children who attended playgroup had better results across all five developmental domains than whose who didn't attend. These results held for children from a range of backgrounds and after adjusting for a range of other risk factors.
Dickson, ACT : Playgroup Australia, 2020.
PlayConnect is a supported playgroup for families of children with Autism Spectrum Disorders or ASD-like characteristics. It is a free service that is available without a referral or diagnostic requirements, since this age-group often precedes a diagnosis, and, by July 2019, was funded by the Australian Government across 41 sites. This report evaluates the program and makes recommendations for development. It investigates program design and implementation, program outcomes, meeting community needs and key contractual outcomes, support of families and networking and referral opportunities, capacity to provide support, play opportunities for children, and the most positive and successful elements of the program for families. The evaluation found that PlayConnect is highly valued by participants and fills an important service gap for families. However, one particular challenge identified was engaging with Aboriginal and Torres Strait Islander and culturally and linguistically diverse families.
Dickson, A.C.T. : Playgroup Australia, 2020
This report looks into recent trends in playgroup attendance in Australia and the association between attendance and children's early development. Using data from the Australian Early Development Census (AEDC) for 2012, 2015 and 2018, it finds that attendance has grown in recent years, particularly among disadvantaged among communities. More than 1 in 3 children had attended a playgroup before starting school in 2018, though rates vary significantly between the states and territories and among different groups. Though attendance is lowest amongst children with an Aboriginal background or from a non-English speaking background, and is low for children living in socioeconomically disadvantaged areas, rates have increased over recent years. Children who did not attend playgroup had 1.71 times greater odds of being developmentally vulnerable on one or more domains of the AEDC. Children from remote areas were even more at risk: however, these children also had the highest rate of attendance. Variations were also noted in the relationship between playgroup and child development in the different states and territories, which warrants further investigation.
Early Child Development and Care 4 Oct 2019: Advance online publication
This article explores young children's views of social interactions in different types of early childhood setting. A quantitative and qualitative study was undertaken in a therapeutic family support program, a supported playgroup, and a preschool, to investigate how children engaged with peers, parents and staff in different settings, as well as the possible impact on their social development and the factors involved. This study also adds to the evidence base on children as stakeholders of services.
International Journal of Early Childhood v. 51 no. 2 2019: 233-250
This article investigates whether the Abecedarian Approach Australia (3a) intervention can improve the early language and learning skills of young Indigenous children prior to preschool. It assesses the outcomes of children attending the Families as First Teachers playgroups in school settings in two remote communities in the Northern Territory, with reference also to specific program components. The study found that children in the intervention group had stronger language and overall development outcomes.
Journal of Child and Family Studies v. 29 o. 4 Apr 2020: 1029-1043
This article looks at the key elements of therapeutic playgroups for children with developmental delays and disabilities. Drawing on focus groups with 40 playgroup facilitators, it seeks to define the key principles of therapeutic playgroups and the necessary 'active ingredients' which are needed for effectiveness. The findings highlight the distinct practice principles that characterise this form of intervention from other playgroups and other therapeutic models for these children and their families, and will help inform program development and evaluation.
Thomastown, Vic. : Kids First, 2019.
'Children and Mothers in Mind' (CMiM) is a play-based group program designed for mothers and children under four years who have experienced trauma such as family violence, childhood abuse or sexual assault. It provides mothers with trauma-informed parenting information, peer support, and counselling to strengthen their parenting self-efficacy, self-care, self-compassion and stress management skills in relation to parenting. The program has been piloted in several metropolitan and regional sites across Victoria from 2017 to mid 2019, with 490 women and children commencing the program. This report evaluates the impact of the program on mothers' understanding about the impact of domestic and family violence on parenting and its effectiveness in improving mother-child relationships. Staff training, program implementation, and referral into and from the program are also considered. The evaluation involved interviews with program facilitators, managers and child workers, as well as mothers after program completion and again after 6 months. The evaluation found that the program is highly valued by participants and staff and has a positive impact on mothers and their parenting.
CFCA short article 3 Dec 2019
This article outlines the lessons learned from an intergenerational playgroup program in Queensland. A program was developed by Catholic Healthcare and Playgroup Queensland and trialled in an aged care service. Under the program, aged care residents engaged in a weekly playgroup with young children. An evaluation found many positive outcomes for the aged care residents and, after three years, it is still being regularly attended.
Dickson, ACT : Playgroup Australia, 2019.
This paper highlights the economic benefits of investing in community playgroups. It outlines the findings of economic modelling commissioned to investigate the costs and benefits arising from government investment in community playgroups. The analysis found that community playgroups deliver substantial long-term economic benefits and that those benefits exceed its costs, with community playgroups generating a benefit of $3.60 for every dollar of cost. This summary paper also explains the aims of community playgroups and their overall benefits for children and parents.
Parkville, Vic. : Centre for Community Child Heath, Royal Children's Hospital, 2019.
This report was commissioned to help inform the development of a new children's services policy in the City of Port Phillip in Victoria. The report summarises key evidence regarding the provision of early childhood education services, play groups, and access to toys, especially for children from vulnerable families. It looks into the nature and importance of the early years, factors that shape child and family functioning, and the evidence regarding early childhood and parenting services, including antenatal care, sustained nurse home visiting, parenting programs, and preschool education. It also considers whether to use a targeted or a universal approach, the value of integrated service systems, the importance of community engagement and co-production, and the value of early years investments. Though no local government can achieve an ideal 'blue sky' early childhood and family support system on their own, they are well-placed to be the lead player in such initiatives and the report concludes by highlighting the key actions that the City of Port Phillip should be considering.
International Journal of Social Welfare v. 28 no. 3 Jul 2019: 333-344
This article describes the underlying framework of the Families New South Wales supported playgroup model and explains how it has been successfully adapted for use with three different populations: mothers living with mental illness, children with disabilities, and families in economically disadvantaged areas. The supported playgroup model provides both prevention work and a 'soft' entry point for community services, while also offering parent peer support and opportunities for children to play.
27 Feb 2019.
This webinar will discuss an approach to building coping strategies for parents and young children, with a focus on families from CALD backgrounds. Parenting in the early years can be a challenging time for parents as they navigate a range of issues relating to their child's development. Parenting programs aim to address these challenges by building parenting skills and capacity in order to help support parents in their role. This time can be particularly challenging for parents from culturally and linguistically diverse (CALD) backgrounds as tensions between mainstream Australian norms and cultural practices arise and recently arrived migrants commonly experience social isolation as a result of moving to a new country. There are barriers that prevent CALD parents from accessing the culturally appropriate support they need. This webinar will discuss an approach to productive parenting in early childhood that incorporates principles of positive psychology and productive coping skills for families with young children. This approach will be illustrated using a case example of an innovative early years productive parenting program adapted for parents from CALD backgrounds attending a playgroup in Melbourne, Australia. Research findings which indicate that parents benefit from being introduced to culturally sensitive parenting skills and that highlight the efficacy of practical resources to support communication between parents and children will also be discussed.
Perth, W.A. : Western Australian Dept. of Education, 2018.
KindiLink is a supported play group initiative for Aboriginal families in Western Australia. The program aims to improve children's social, emotional, language and cognitive capabilities before pre-school and forge strong and supportive links between families and schools. It is delivered in 37 primary schools by early child teachers and Aboriginal Indigenous Education Officers. This report provides an evaluation of the implementation and outcomes of the program from 2016-2018. It is presented in 4 volumes: Overview and Key findings, Survey data, Case studies, and Reflective journal. The evaluation found that Aboriginal and non-Indigenous children derived considerable learning, social and emotional benefits from KindiLink, with a positive influence on their transition to and attendance at Kindergarten. The families enjoyed their experience and gained considerable confidence and capacity.
Australasian Journal of Early Childhood v. 43 no. 4 Dec 2018: 14-21
This article investigates whether playgroups can be used as a site to educate parents about quality early childhood education and care (ECEC). A study was conducted with 6 coordinators and 30 family members from supported and community playgroups in New South Wales, to explore if and how playgroups could be used to disseminate information to assist families in making more informed decisions about ECEC. The focus groups and interviews looked at where families seek information about ECEC, trust in the advice of coordinators, awareness of the National Quality Standard (NQS) rating system, concerns about cost, and strategies that playgroups could employ to disseminate information. The study found that the family members had little understanding of quality ECEC or the NQS ratings, and relied on word-of-mouth and personal recommendations from trusted sources - suggesting that playgroup coordinators could play a key role in helping families.
Journal of Child and Family Studies v. 27 no. 8 Jul 2018: 2367-2383
This systematic review assesses the evidence on the effectiveness of supported playgroups in helping disadvantaged children and families. 34 studies were assessed: most of them from Australia. Though the studies indicated that such programs are well regarded by parents, there is little rigorous or high quality evidence and further research is required to establish the effectiveness of this intervention.
Children Australia v. 42 no. 4 Dec 2017: 248-255
This article explores the impact of a playgroup aimed at fathers in south-east Queensland. The Dad's Playgroup is run as part of Communities for Children Logan and though facilitated by two male workers is not organised in a particular way. Drawing on interviews with 6 of the fathers, the article looks at the impact on fathers and their partners, the changes that occurred for parents and children, whether needs were met, and how the playgroup functions as a support service for fathers.
Melbourne, Vic. : Australian Institute of Family Studies, 2017.
This guide aims to encourage consistency in the evaluation of playgroups. Due to the diversity of playgroup offerings and the variety of intended outcomes for playgroups, this evaluation guide does not propose one singular evaluation tool or methodology. Instead, it outlines the key steps and considerations in planning a playgroup evaluation, including evaluation design, selecting outcomes to measure, and data collection methods. This guide is part of a suite of playgroup resources developed by Child Family Community Australia and should be read in conjunction with the principles and program logic tools.
Melbourne, Vic. : Child Family Community Australia, 2017.
This resource has been designed to assist playgroups and playgroup providers with choosing valid and reliable tools to measure core playgroup outcomes. It is hoped that by providing a number of outcomes measurement tools that can be used consistently across jurisdictions and organisations when evaluating different types of playgroups, the evidence base for the effectiveness of playgroups can be built upon and strengthened. The list of tools, although not exhaustive, includes those that are commonly used within the service sector and are largely freely available.
Melbourne, Vic. : Child Family Community Australia, 2017.
Program logic models show how a program works and draw out the relationships between resources, activities and outcomes - it is both a tool for program planning and also for evaluation. Child Family Community Australia has developed two related but distinct program logics: one for community playgroups and one for supported playgroups. They have been designed to be broad so that they demonstrate the logic behind playgroups generally, and are intended to be adapted by playgroup providers to reflect the specific aims and objectives of individual playgroups.
Australian Social Work v. 70 no. 3 2017: 276-288
Though new parent and community groups such as playgroups are valuable resources to assist in the transition to motherhood, there are factors that affect parent attendance and engagement. This article adds to the research on these barriers with a study on mothers who choose not to use playgroups. Ten mothers in Perth, Western Australia, were interviewed regarding how they experienced parenting and social support in their mothering role, to help explore how mothers construct their reality through interactions with others and to what extent this constructed reality impacted on their subjective evaluations of playgroup. Four main themes were identified: the presence of support; perception of playgroup; identity as a mother; and other sources of information.
Melbourne, Vic. : Australian Institute of Family Studies, 2017.
Despite the prominence of playgroups in Australia, there is no one established set of principles guiding their practice and delivery and only limited research and evaluation. To help address this gap, this document presents a set of principles identifying the fundamental core characteristics of high-quality playgroups to guide policy makers, planners, and service providers. Each of the nine principles are described, along with action-oriented statements to inspire thought and discussion of how the principles can be implemented and further detail on the research evidence, practical examples, and further resources. The development of these principles drew on workshops and focus groups with professionals who have experience funding, planning, researching, and running playgroups. This document part of a suite of playgroup resources developed by Child Family Community Australia.
Australasian Journal of Early Childhood v. 42 no. 1 online annex Mar 2017: 116-121
Childhood overweight problems and obesity is a significant problem in Australia, with 19% of children commencing kindergarten either overweight or obese. The issue is increasingly recognised within both health promotion and the early childhood education and care sectors. The purpose of this paper is to identify a health promotion approach appropriate for supported playgroups - facilitated playgroups targeting vulnerable families. Primary research included individual interviews with managers, facilitators and parents/carers and observations within four non-specialist supported playgroups in urban and regional locations in NSW. Our findings show that supported playgroups lend themselves to the integration of healthy eating and active play with current practice, building on the existing methods and strengths of supported playgroups rather than additional intensive programming. They provide a 'soft entry' vehicle to deliver a health promoting environment, play-based learning activities for children and context-specific participatory and implicit learning for parents and carers.
Family Matters no. 99 2017: 42-51
Supported playgroups have been operating for many years in Australia, despite the absence of strong empirical evidence for their effectiveness in supporting vulnerable families. This article assesses the evidence on the benefits of supported playgroups for parents and children and the factors important to their operation. It also considers their role as a 'soft entry point' to other services, and whether - and how - they assist families to transition out of the playgroup.
Prevention Science v. 18 no. 3 Apr 2017: 337-349
The Victorian State Government has commissioned the development and trial of a group parenting intervention designed to strengthen the home learning environment of children from disadvantaged families. The intervention aims to increase the frequency of responsive parenting behaviours and strategies for providing a stimulating home learning environment, such as shared book reading and monitoring use of media, as well as the indirect factors of self-care, parenting efficacy, and community connectedness. This article presents the evaluation findings from the trial of this program, 'smalltalk'. smalltalk was offered across 20 local government authorities in two versions: one for the parents of infants attending maternal and child health services and one for parents of toddlers in facilitated playgroups. Furthermore, the program was delivered in two levels of intensity: the group program alone and the group program combined with individual home visits. The trial compared the versions together and against standard care - the infant-version trial involved 986 parents across 51 locations and the toddler-version trial involved 1200 parents across 58 locations. Eligibility included low family income, receipt of government benefits, single, socially isolated, young parent, or culturally or linguistically diverse background. Overall, the trial provides some evidence of the benefits of parenting interventions for the home learning environment for parents of toddlers, though not of infants.