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Supported playgroups develop literacy in disadvantaged preschool children

Introducing community-based support playgroups among disadvantaged communities can improve children’s emergent literacies, according to a Sydney study.

The study, carried out by researchers from the University of Technology Sydney, worked with Pacific communities in the cities southeast. Preschool-aged children and their parents were asked to participate in community-based supported playgroups that focused on children’s development of language, learning though play and social interactions.

The study found that children who attended supported playgroups regularly demonstrated a greater level of language development that those who had no access to formal childhood programs.

Study co-author Dr Liam Morgan said that working within the Pacific community had proved that supported playgroups are an effective strategy to reach and engage disadvantaged children and families across NSW.

Read more at University of Technology Sydney

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