The numerous cultures of Australia are attributed to various migration paths, histories, and different rights. Aboriginal and Torres Strait Islander people have been considered Australia’s original citizens, with continuing cultures, kinship, languages, and connectedness to their country. Their life experiences have been influenced by colonisation and racism, while at the same time, they show cultural resilience. According to a study conducted in a kindergarten in an Aboriginal community, having trustworthy community leaders and Aboriginal educators is critical for promoting cultural practices (Stark et al., 2025, pp. 1739-1746).
In addition to First Nations cultures, Australia has been shaped by migration. People’s experiences as immigrants differ according to language needs, visa status, employment opportunities, and relations with family members. Australian Bureau Statistics (2025): By 2025, 32.0% of Australians were born overseas, and 22.8% speak a language at home that is different from English. The situation of refugees is different from that of other immigrants; while trauma is often associated with refugees, it does not mean that all children in these families experience trauma.
These various experiences directly impact the ECEC practices. Bronfenbrenner explains how families, communities and broader systems shape children’s experiences (Bronfenbrenner, 1979, as cited in Nolan & Raban, 2015), while Vygotsky emphasises the importance of language, culture and relationships in the process of learning (1978). Moreover, a decolonised viewpoint supports First Nations knowledge and determination (Nakata, 2007; Smith, 2012). These viewpoints indicate that the early child education and care practice has to acknowledge different values, languages and identities, systems of kinship and migration histories.
(Australian Bureau Statistics, 2025)
(Queensland Department of Education , 2026)
Impact on Children and Families
Cultural identity is an important strength factor for children. In 2024, children from non-English linguistic backgrounds were developing well in all five AEDC areas since 48.0% of them were reportedly developmentally on track (Australian Early Development Census, 2024, p. 19). Nonetheless, any kind of racism, stereotypes, mispronouncing names and using only English during testing may lead to their exclusion from their participation or misjudgements about their development (Australian Human Rights Commission, 2016, pp. 12–15).
The difficulties can be even more complex when children are experiencing adjustment to social situations. Refugee children face issues like separation, resettlement into new places, and unfamiliar systems, while people who are close to their culture and accepted educators furnish them with a sense of belonging (Trotter & Woodcock, 2025, pp. 10-16). The same situation is with Aboriginal children, because effective ECEC for them means developing connections with their community, food, language, and the land in which they live (Stark et al., 2026, pp. 1746-1751).
Therefore, and given the significance of these experiences, there must be proper assessment, good interpreters, and translated written information (AGDE, 2022). Children should not interpret confidential conversations, and services should share decision-making rather than expecting families to adapt to dominant cultural norms.
(Behind the News, 2026)
Social Policy & National Responses
The National Agreement on Closing the Gap supports the provision of ECEC that is culturally appropriate and of high quality for Indigenous children. Target 3 specifies a preschool enrolment level of 95% by 2025, whereas Target 4 has a goal whereby 55% of Indigenous children are developmentally on track across all five domains of AEDC by 2031 (Australian Early Development Census, 2024, p. 15; National Agreement on Closing the Gap | Closing the Gap, 2019). However, enrolment alone does not guarantee cultural safety and community control.
Beginning in 2026, Aboriginal and Torres Strait Islander children are entitled to receive subsidised childcare of up to 100 hours a fortnight, irrespective of their families’ level of activity (Australian Government Department of Education, 2026). In Victoria, Early Start Kindergarten offers eligible Indigenous children and refugee or asylum seeker children free or low-cost kindergarten for 15 hours a week (Victorian Government, 2026). These measures work to obliterate any barriers of participation in the programme; however, the availability of culturally safe and easily accessible services is still an essential part of this effort.
The Humanitarian Programme in Australia for the years 2026 and 2027 provides a total of 20,000 positions. On the other hand, the Humanitarian Settlement Programme also offers help to families that are eligible in obtaining access to different services (Department of Home Affairs, 2019). In the case of ECEC, they are affected by these two policies. However, the issue of visa eligibility concerns still remains.
Australian Government Department of Education, 2026)
(Australian Early Development Census, 2024
(indigenous.gov.au, 2023)
(Department of Home Affairs, 2019).
Australian Government Department of Education, 2026)
01
Build cultural partnership.
Protect home languages
Address discriminatory language and stereotypes through discussion and play.
EYLF Connection
2.2: Children respond to diversity with respect.
Plan experiences by engaging community members, families and elders.
EYLF Connection
2.1: Children develop a sense of connectedness to groups and communities.
Identify and use proper names and words, multilingual tools, and skilled interpreters.
EYLF Connection
5.1: Children interact verbally and non-verbally with others for a range of purposes.
Include family stories, languages, music and connections to Country in everyday learning.
EYLF Connection
1.3: Children develop knowledgeable, confident self-identities and a positive sense of self-worth.
02
Embed culture daily
Support safe transitions
Challenge racism
Use familiar teachers, visual schedules and family information in transitions.
EYLF Connection
1.1: Children feel safe, secure and supported
03
04
05
(Queensland Department of Education, 2016)
Community and Professional Partnerships
Organisations and Roles and ECEC Collaboration
SNAICC
Write a short description of this category
This includes the support of early childhood services that are led by the First Nations and the partnerships controlled by the community.
The service provides support to the Aboriginal kids, families, and the communities in a culturally relevant way
Offer food to families in need by means of the network of partners. ECE centres can refer families to food relief services nearby.
VACCA
Foundation House
TIS National
Provides specialist interpreters to enable kids or their relatives not to be used during confidential communication.
AMES Australia
Provides settlement, housing and community support for migrants and refugees
The program specializes in providing support to families who have a migrating background and assists educators in adapting their practice to various cultural settings
• Resource 01
• Resource 02
Narragunnawali: Reconciliation in Education
Foundation House: Early Years
Offers activities and resources on early years learning to incorporate First Nations history, culture and reconciliation in a respectful manner.
Facilitates a culturally responsive and trauma-informed approach when working with children and families from refugee background.
• Resource 03
• Resource 04
Multilingual Australia
Racism. No Way!
Teaches educators how to appreciate languages of family in shaping children’s cultural identity and familial bonds
Offers educators activities that can be used to explore cultural diversity, discrimination, fairness and respectful relationships
Resources for Educators and Children
Curated storybook selections supporting early childhood education from birth to five years, focusing on cultural and diversity contexts in contemporary Australian early learning environments.
Learn about migration, language and friendship and how relations can create a sense of belonging in a new land
Develop empathy towards migrants through themes of loss, welcome, trust and kindness
Introduces different migration histories, languages and cultural identities, encouraging respect for diversity and belonging
Develop an understanding of Darug culture, family, country and ceremonies while learning to respect First Nations’ identities
A structured multimedia analysis evaluating digital video, broadcast shows, and educational audio resources designed for children from birth through five years of age.
Resource 01
Resource 02
ABC Kids Listen, Little Yarns: Welcome to Wurundjeri Woi Wurrung
Monash University, Ali and the Long Journey to Australia
Exposes kids to the Wurundjeri culture, language and country in Naarm, thus fostering appreciation for First Nations diversity.
Resource 03
Resource 04
Disney Junior, Mira, Royal Detective: The Great Diwali Mystery
Sony Pictures Animation, Hair Love
A stop-motion tale made with Melbourne kids from refugee backgrounds. It teaches children about displacement, security and belonging while showcasing refugee kids’ strengths and experiences.
Introduces Diwali rituals, lamps and festivities with an interesting story that encourages curiosity and respect towards South Asian customs.
Explores Black hair and family and cultural identity, thus enabling children to form positive views about different appearances.