Early childhood services play a vital role in responding to the diverse needs of their communities. At Gowrie Docklands Kindergarten (GDK), this has meant developing thoughtful approaches to support newly arrived migrant families.
As a funded kindergarten, GDK operates within the free kindergarten guidelines, which means children with humanitarian visas are eligible for Early Start Kindergarten (ESK) and given priority of access.
We spoke with Liz, Educational Leader at GDK, about the key ways the service supports newly arrived families. “Some families arrive in the country the day before their child starts with us,” Liz shares. “This means we’ve really had to rethink how we support families.”
For many, starting kindergarten coincides with navigating a new country, a new education system, and often a new language—all while adjusting without a local support network or even basic belongings.
1. Provide a warm and welcoming community
For GDK, support begins with ensuring every family feels welcomed and included. By promoting the use of home languages, celebrating cultural diversity, and learning what matters most to each family, educators are able to display genuine care and respect, with a tailored approach.
The team takes a strengths-based approach, where home languages are encouraged, educators come from diverse backgrounds, and translation tools are used to build stronger connections. Celebrating cultural traditions is woven into the program, ensuring that all children and families feel seen and valued.
Tip: Learn what the families’ first language is, and spend a little time learning key terms, (such as hello and goodbye) in their language. This will go a long way to showing the family that you respect them and their cultural background. If you can’t remember the terms right away – that’s ok – print them off and display them somewhere central so you can read it while you’re learning!
2. Offer practical support during settlement
For many families at GDK, kindergarten is just one part of a much bigger journey including adjusting to a new country, culture and educational system. Educators and leaders at GDK have had to build a working knowledge of visa systems, as well as Medicare and National Disability Insurance Scheme (NDIS) eligibility. This knowledge means they can guide families to appropriate supports with confidence.
“We can’t just operate according to the norm,” Liz explains. “Depending on the visa situation, some families don’t have Medicare, they can’t access the NDIS, and we can’t secure additional funding through Kindergarten Inclusion Support. It’s up to the team to support one another, and in turn, the child and family.”
This means enrolments are approached flexibly, with staff taking time to understand each family’s circumstances. Children may begin with shorter days and gradually extend their time, giving them space to settle in at their own pace. For these children, kindergarten is not only an introduction to education, it’s also an introduction to a new culture and language.
Tip: Reflect on the needs of your specific community; if many families are entering the country in complex visa circumstances, research what services and supports they can and can’t access. If you work in a community where many children have experienced trauma, learn more about trauma-informed practice, and so on!
If you are in an eligible council area, you can connect with your local CALD Officer. These workers can help put supports in place (such as translations services) and can help with external settlement supports such as housing and access to community connections.
3. Promote strong community connections
Community partnerships are central to how GDK supports families. Educators work closely with Preschool Field Officers (PSFO) and Maternal and Child Health (MCH) services to connect families with support. MCH nurses visit mid-year, giving families a valuable opportunity to check in on their child’s development and learn about services available to them.
When external funding isn’t available, educators assist families to access private allied health providers, such as speech or occupational therapy, supporting them to keep their child’s learning and development on track. The kindergarten’s co-location with the school also strengthens community links, easing transitions and creating opportunities for families to build a support network and sense of community.
Tip: Learn more about the community supports and providers in your area. If you know a good allied health professional, keep their contact information. Families are usually more likely to accept support if we can recommend appropriate supports with confidence.
Think differently about how to support families with different needs, for example families who may be feeling social isolation. Promoting access to local playgroups or community meet ups can be supportive, however, be mindful that families may not want to this that on when they are in their settling period.
4. Innovate hands-on and wraparound supports
The educators at GDK feel a responsibility to offer practical supports for families wherever possible. Staffing incentives such as the free clothing rack allows families to support other members of the service community, whilst ensuring that nobody goes without. This idea extends to the donated books which all families can receive, given through a partnership with the 123 Read 2 Me program.
Tip: Reflect on the needs of your service community, and meet as a whole team to figure out how these needs can better be met. This will look different at each service; it might mean having free fruit in the entry way for children who haven’t had breakfast; a “buddy system” so families can form relationships with other adults from the same cultural or language background; or something simple like free books or clothing.
For GDK, the team are constantly looking for new ways to support their families. Whether this be linking with services, identifying challenges, or seeking out resources to meet community needs, these hands-on initiatives make a big difference in helping families feel secure and supported from the very beginning.
As Liz reflects: “It’s about meeting families where they are. We can’t change the visa system, but we can change the way we welcome and support them.”
