ABSTRACT
This chapter examines the state of Indigenous early education in Australia. It looks at key trends with respect to: the decision to participate in early childhood education and care (ECEC) services; school readiness and ECEC participation; developmental vulnerability, mental health and ECEC participation; and cognitive, behavioral outcomes and ECEC participation. In the context of Australia's Indigenous children, A. Leigh and X. Gong applied Australian Early Development Index data to demonstrate that the gap in cognitive skills between Indigenous and non-Indigenous preschool-aged children is largely explained by socio-economic factors. The chapter discusses the importance of quality ECEC services and staff retention and the necessary partnerships to achieve ECEC policy goals before, finally, making some recommendations regarding the potential solutions–namely, educational, economic and developmental. The policy impetus to 'Closing the Gap' in the ECEC access for Indigenous children has generated a range of Indigenous-specific programs aimed to improve the educational attainment and development of Indigenous children.
