Abstract
Children’s early literacy learning is multifaceted and lays down the foundations for their overall progress throughout their school years and into later life. While most policy focus has been on formal early childhood programs and preschool attendance, for a significant proportion of Aboriginal families, informal programs can provide opportunities for Aboriginal run safe family spaces that facilitate integrated early childhood programs and services. This paper draws on data from a case study investigating the literacy practices of children urban Aboriginal backgrounds attending an informal playgroup setting. The focus on supporting early literacies while drawing on families’ strengths and their social, cultural and linguistic capital, resulted in increased engagement and literacy learning for these children and their families.
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