Developing a protocol to understand Aboriginal and Torres Strait Islander caregiver perspectives on emerging developmental concerns in early years settings

Indigenous children experience notably higher rates of developmental vulnerability at school entry compared with non-Indigenous children. Early years educators are well-placed to identify and support children with emerging developmental concerns, yet little is known about perspectives of caregivers of Indigenous children in relation to this role. The objective of this session was to yarn about the Indigenous methodological process of co-designing a protocol that inform research in a culturally-appropriate, responsive and evidence-informed manner.