Abstract A robust body of literature demonstrates the positive impact of quality early childhood education on learning and development, particularly for disadvantaged children. This should extend to indigenous children, who often face barriers to positive learning and developmental outcomes. However, research on the impact of early education specifically for indigenous children is sparse. This systematic review of the international literature identified programs in early childhood education settings targeting indigenous children's learning, development and wellbeing. It sought to identify key features of each program and how acceptable they were to the community. Twelve experimental or quasi-experimental studies assessing the impact of 11 programs met the eligibility criteria. All showed promising, if limited, effects on outcomes for indigenous children. The findings suggest there is scope for further rigorous experimental research on the impact of programs which are responsive to local contexts, and which adheres to principles for the conduct of research with indigenous communities.

中文翻译：

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幼儿教育计划能否支持土著儿童取得积极成果？国际文献的系统回顾

摘要 大量文献证明了优质幼儿教育对学习和发展的积极影响，特别是对弱势儿童。这应该扩展到土著儿童，他们经常面临积极学习和发展成果的障碍。然而，关于早期教育对土著儿童的影响的研究很少。对国际文献的系统审查确定了针对土著儿童的学习、发展和福祉的幼儿教育方案。它试图确定每个项目的关键特征以及它们对社区的接受程度。评估 11 个项目影响的 12 项实验或准实验研究符合资格标准。都表现出有希望，如果有限 对土著儿童结果的影响。研究结果表明，对于那些对当地环境做出反应并遵守与土著社区进行研究的原则的计划的影响，还有进一步严格的实验研究的余地。