Abstract Supported playgroups are a common form of intervention offered in Australian early childhood education. This study used interviews and quantitative measures to examine whether attending supported playgroups benefits culturally and linguistically diverse (CALD) parents’ or carers’ social support, connectedness, and parental self-efficacy (PSE). Thirty-five playgroup attendees completed three validated measures assessing social support, isolation, and PSE. Seven mothers, two carers, and two playgroup staff participated in semistructured interviews. The quantitative and qualitative data indicated that CALD parents and carers show high levels of isolation and low social support. The qualitative data indicated that most parents or carers felt more supported and connected as a result of attending the playgroup, and just over half stated that the playgroup had improved their confidence. This study highlights the need to consider the social resources of CALD families when planning and delivering services, and calls for future longitudinal studies of the benefits of playgroups.

中文翻译：

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不仅仅是游戏：游戏小组参与对文化和语言多样化的父母和照顾者的社会支持、联系和自我效能感的影响

摘要 受支持的游戏小组是澳大利亚幼儿教育中一种常见的干预形式。本研究使用访谈和定量测量来检验参加支持的游戏小组是否有益于文化和语言多样化 (CALD) 父母或照顾者的社会支持、联系和父母自我效能 (PSE)。35 名游戏小组参与者完成了三项经过验证的评估社会支持、孤立和 PSE 的措施。七位母亲、两位照顾者和两位游戏小组工作人员参加了半结构化访谈。定量和定性数据表明，CALD 父母和照顾者表现出高度孤立和低社会支持。定性数据表明，由于参加了游戏小组，大多数父母或照顾者感到更多的支持和联系，超过一半的人表示游戏小组提高了他们的信心。本研究强调在规划和提供服务时需要考虑 CALD 家庭的社会资源，并呼吁未来对游戏小组的好处进行纵向研究。