This paper reports on findings from four case studies, as part of a large-scale study undertaken to evaluate the KindiLink initiative across Western Australia in remote, regional and metropolitan communities. KindiLink is an educator-led playgroup initiative in public school sites in Western Australia targeted at Aboriginal children and their families. KindiLink aims included the cultivation of Aboriginal families’ and children’s developing sense of belonging and engagement at their local primary school. A constructivist paradigm was used to describe the subjective experiences of individuals, which was important to ascertain if the aims of KindiLink had been met. To complement the meaning-making of the experience, qualitative data were collected via detailed studies of four KindiLink sites to capture similarities and differences of the settings and gain depth of experience through the voices of the participants. The study found KindiLink successfully connected Aboriginal children and families to schools and built a sense of belonging and productive relationships between families, staff, school and the community in a culturally safe space. Furthermore, KindiLink developed the capacity and confidence of parents as their children’s first teachers and supported the home learning environment. The Aboriginal Indigenous education officer in each programme was critical to the engagement of Aboriginal families and acknowledgement of cultural aspects important to children’s growing cultural identities. The relationships built between KindiLink staff and families, and between families, were important for children’s and their families’ growing sense of belonging to the school, which assisted participation at school.

本文报告了四个案例研究的结果，这是一项大规模研究的一部分，旨在评估整个西澳大利亚州在偏远，区域和大城市社区中的KindiLink计划。KindiLink是西澳大利亚州公立学校中以教育者为主导的游戏小组计划，旨在针对土著儿童及其家庭。KindiLink的目标包括培养土著家庭和儿童在当地小学不断发展的归属感和参与感。建构主义范式用于描述个人的主观经验，这对于确定KindiLink的目标是否已实现很重要。为了补充经验的意义，通过对四个KindiLink站点的详细研究收集了定性数据，以捕获设置的异同，并通过参与者的声音获得经验的深度。研究发现，KindiLink成功地将土著儿童和家庭与学校联系起来，并在一个文化安全的空间中建立了家庭，员工，学校和社区之间的归属感和生产性关系。此外，KindiLink提高了父母作为孩子的第一任老师的能力和信心，并支持家庭学习环境。每个方案中的土著居民教育官员对于土著居民家庭的参与以及对儿童成长的文化认同至关重要的文化方面的认识至关重要。KindiLink员工与家人之间建立的关系，