Early intervention for Aboriginal preschool children: What we learned from the Five Big Ideas program

Early childhood services in Australia are increasingly recognising that tailored, culturally‑connected intervention programs can make a meaningful difference for children from communities facing layered disadvantage. A recent evaluation of the Five Big Ideas program, developed by the childhood service organisation Gunawirra and evaluated by researchers at Western Sydney University offers valuable insights for the sector.

The Five Big Ideas program is designed for preschool‑aged Aboriginal children and operates in services with a significant Aboriginal enrolment. It is aligned with the Early Years Learning Framework (EYLF) and draws on the Reggio Emilia philosophy.

The program comprises five modules:

• Personal health and hygiene
• Nutrition
• Healing and resilience
• My culture, my identity
• My land, our environment

Facilitated by preschool staff, the modules use a mix of Dreamtime stories, puppets, games, videos and parent‑involved activities. 

From the perspectives of teachers and program developers, the evaluation found that embedding culturally relevant content and relationship‑based learning helped children engage more meaningfully. Educators noted that when children saw their culture, identity and environment reflected in activities, the sense of belonging and confidence rose. 

Several implications stand out for early childhood services:

• Culture and identity matter: The module “My culture, my identity” reinforced the importance of services embedding children’s cultural backgrounds and languages into everyday learning.
• Whole‑child approach: Addressing health, resilience, environment and identity together supports children in more holistic ways than siloed practice.
• Partnerships with families: Parent‑involved activities helped bridge home and service contexts, enhancing continuity of learning and belonging.
• Program adaptation and sustainability: Because the modules were co‑developed with Aboriginal staff and grounded in culturally meaningful content, the rollout was more sustainable and contextually appropriate.

For centre managers and educators working with Aboriginal or CALD children, the Five Big Ideas evaluation provides key take‑aways:

• Review how curriculum, environment and daily routines reflect children’s cultural identities and home experiences.
• Consider embedding modules or experiences that explicitly address health, resilience and environment, especially in early learning settings where children may not yet be in formal schooling.
• Build strong partnerships with families and community elders to create meaningful continuity between home and your service environment.
• Approach intervention programs not merely as add‑ons, but as integral parts of a service’s philosophy and pedagogy, connected to the EYLF and inclusive practice.

The evaluation highlights a pathway for services to support children before they enter school, particularly those from communities facing disadvantage. As the sector across Australia seeks to respond to the Closing the Gap targets and improve early learning outcomes for Aboriginal children, programs like Five Big Ideas underscore the value of culturally grounded, whole‑child‑centred intervention.

For the full report, see: Perz, J., Ussher, J.M., Robinson, K.H., Parton, C., Metusela, C., Churruca, K. & Metusela, L. (2016). The Five Big Ideas Program Evaluation: An Examination of the Process and Efficacy of an Early Intervention Program for Aboriginal Pre‑school Children, from the Perspective of Key Stakeholders: Teachers and Program Developers. Western Sydney University.