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<p>High-quality early childhood education requires ongoing professional learning for educators, yet Aboriginal and Torres Strait Islander educators face barriers to accessing culturally responsive professional development. This study evaluated the Hanen Center Learning Language and Loving It™ (LLLI) professional learning program in an Aboriginal community-led kindergarten in a regional Australian city. Using a mixed-methods single case study design with participatory evaluation methodology, we examined educator-child interactions before, immediately after, and eight months following program completion. Participants included Aboriginal and non-Indigenous educators (<i>n</i> = 7), a speech pathologist facilitator, and university researcher working collaboratively as co-researchers. The LLLI program consisted of eight group training sessions and individual video coaching delivered over six months. Data collection included focus groups, individual interviews, and validated observational measures: the Classroom Assessment Scoring System Pre-K (CLASS) and Teacher Interactions and Language Rating Scale (TILR). Thematic analysis revealed three key themes: an affirming and transformative professional learning experience, fostering a responsive professional learning environment, and building connections and changing expectations. Quantitative results showed sustained improvements in educator-child interactions, with large effect sizes maintained at eight-month follow-up, particularly in Instructional Support (Cohen’s D = 1.37) and Emotional Support domains (Cohen’s D = 1.81). Participants identified that program effectiveness was influenced by trust, familiar learning spaces, and existing relationships between facilitators and participants. These findings demonstrate that professional learning programs can be delivered with fidelity while maintaining the flexibility required for culturally responsive implementation. The study provides insights into supporting Aboriginal educators through place-based, relationship-centered professional development approaches.</p>

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Learning Together: a Participatory Evaluation of the Learning Language and Loving It™ Program in an Aboriginal Community-Led Kindergarten

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月21日

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  • Hannah Stark,
  • Prue Smeaton,
  • Prue Kennedy,
  • Cheryl Lammonde,
  • Jessica Stewart,
  • Sharon Williams,
  • Kerry Carius,
  • Bellah Bennett-Payne,
  • Tahmia Duncan

摘要

High-quality early childhood education requires ongoing professional learning for educators, yet Aboriginal and Torres Strait Islander educators face barriers to accessing culturally responsive professional development. This study evaluated the Hanen Center Learning Language and Loving It™ (LLLI) professional learning program in an Aboriginal community-led kindergarten in a regional Australian city. Using a mixed-methods single case study design with participatory evaluation methodology, we examined educator-child interactions before, immediately after, and eight months following program completion. Participants included Aboriginal and non-Indigenous educators (n = 7), a speech pathologist facilitator, and university researcher working collaboratively as co-researchers. The LLLI program consisted of eight group training sessions and individual video coaching delivered over six months. Data collection included focus groups, individual interviews, and validated observational measures: the Classroom Assessment Scoring System Pre-K (CLASS) and Teacher Interactions and Language Rating Scale (TILR). Thematic analysis revealed three key themes: an affirming and transformative professional learning experience, fostering a responsive professional learning environment, and building connections and changing expectations. Quantitative results showed sustained improvements in educator-child interactions, with large effect sizes maintained at eight-month follow-up, particularly in Instructional Support (Cohen’s D = 1.37) and Emotional Support domains (Cohen’s D = 1.81). Participants identified that program effectiveness was influenced by trust, familiar learning spaces, and existing relationships between facilitators and participants. These findings demonstrate that professional learning programs can be delivered with fidelity while maintaining the flexibility required for culturally responsive implementation. The study provides insights into supporting Aboriginal educators through place-based, relationship-centered professional development approaches.