Embracing and embedding the rich cultural knowledge, languages, concepts and skills that Aboriginal families and children bring to playgroup is key to empowering families as their children’s first teachers and strengthening young children’s self-esteem, pride, confidence and identities. In this article, we share our story of how we have explored and upheld the strengths of Yolŋu identity, cultural knowledge and language in the Galiwin’ku Families as First Teachers (FaFT) playgroup early educational program. We highlight the ways we have supported mothers to embed gesture, sign language, Yolngu Matha language conventions, Yolŋu kinship, clan concepts and dance into their daily interactions with their children at FaFT. We reflect on what has empowered mothers to feel agentic in their children’s learning in these playgroups and to build strong Yolŋu identities in young children and argue that playgroup is a vital educational platform through which to deliver culturally meaningful early learning experiences for Aboriginal children prior to preschool.
Concurrent validity of the differential ability scales, second edition with the Mullen Scales of Early Learning in young children with and without neurodevelopmental disorders
