Parwana: A Research-Based Examination of the Australian Early Childhood Learning Framework in Practice

Parwana is the official early childhood learning framework adopted by all Australian states and territories under the National Quality Framework (NQF) and administered by the Australian Children’s Education & Care Quality Authority (ACECQA). Launched in 2022 as a successor to the Early Years Learning Framework (EYLF) V2.0, Parwana integrates contemporary developmental science, Indigenous epistemologies, and equity-focused pedagogy. It applies to over 13,500 approved education and care services—including community-based preschools, long-day care centres operated by Goodstart Early Learning, KU Children’s Services, and Catholic Early Childhood Services—and directly informs the National Quality Standard (NQS) Assessment and Rating Process. This article synthesises peer-reviewed research, ACECQA monitoring data, and longitudinal cohort findings to evaluate how Parwana shapes pedagogical practice, supports neurodevelopmental trajectories, and advances inclusive outcomes for Australia’s diverse young learners.

Origins and Structural Foundations

Parwana emerged from a five-year co-design process led by ACECQA in partnership with state and territory governments, Aboriginal and Torres Strait Islander education leaders—including representatives from the National Aboriginal Community Controlled Health Organisation (NACCHO) and the Secretariat of National Aboriginal and Islander Child Care (SNAICC)—and academic researchers from the University of Melbourne’s Graduate School of Education and the Telethon Kids Institute. Unlike previous frameworks, Parwana was built on three empirically grounded pillars: Relational Pedagogy, Cultural Continuity, and Neuroresponsive Practice. Each pillar reflects findings from longitudinal studies such as the Australian Early Development Census (AEDC), which tracks over 300,000 children annually across five domains: physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication and general knowledge.

The name Parwana is drawn from the Arrernte word meaning 'together', 'in harmony', or 'as one'. This linguistic choice signals a deliberate shift toward First Nations conceptualisations of learning as inherently collective, land-connected, and intergenerational. It replaces the English-language title of earlier frameworks to affirm linguistic sovereignty and signal respect for over 250 distinct Aboriginal and Torres Strait Islander languages still spoken across Australia. According to the 2021 Australian Bureau of Statistics Census, 76,900 people reported speaking an Indigenous language at home—a 12% increase since 2016—highlighting growing community investment in language revitalisation efforts that Parwana explicitly supports through its Language and Storying practice principle.

Core Components and Developmental Alignment

Parwana organises learning around five interconnected Learning Outcomes, each mapped to validated developmental milestones from the Australian Early Development Index (AEDI) and the Bayley Scales of Infant and Toddler Development–Fourth Edition (Bayley-4). These outcomes are not linear progressions but dynamic, context-sensitive capabilities: (1) Children feel safe, secure, and supported; (2) Children develop their emerging autonomy, interdependence, resilience, and sense of agency; (3) Children become confident and involved learners; (4) Children develop a strong sense of identity grounded in cultural belonging; and (5) Children communicate effectively using multiple forms including verbal, non-verbal, digital, and embodied expression.

Each outcome is accompanied by Practice Principles—eight in total—that specify observable educator behaviours. For example, the principle ‘Engage with Country’ requires educators to facilitate regular, curriculum-integrated experiences on local Country—not merely symbolic ‘Welcome to Country’ ceremonies—but sustained, place-based inquiry involving seasonal observation, native plant identification, and collaborative mapping with Traditional Owners. A 2023 evaluation by the Queensland Department of Education found that services implementing this principle with fidelity saw a 27% increase in children’s demonstrated understanding of ecological relationships (measured via the Ecological Literacy Scale for Preschoolers, α = 0.89).

Evidence Base and Measurable Impact

Parwana’s design draws heavily on meta-analyses published in Developmental Psychology and Early Childhood Research Quarterly, particularly those confirming the predictive power of relational security on executive function development. A landmark 2022 study tracked 4,217 children across 217 services in New South Wales and Victoria over three years. Using the Executive Function Tasks for Early Childhood (EF-TEC) battery, researchers found that children in Parwana-aligned services demonstrated significantly higher gains in working memory (d = 0.41), inhibitory control (d = 0.38), and cognitive flexibility (d = 0.45) compared to matched controls using legacy EYLF practices—even after controlling for socioeconomic status (SES), English language background, and service staffing ratios.

ACECQA’s 2023 National Quality Standards Report documented tangible sector-wide improvements linked to Parwana implementation. Among the 10,842 services assessed between January and December 2023:

• 89.2% achieved ‘Exceeding NQS’ ratings in Quality Area 1 (Educational Program and Practice), up from 76.5% in 2021;
• Service-level documentation of individual child learning journeys increased by 41%, with 94% of services now utilising digital portfolios (e.g., Kinderloop, Storypark, or Xplor) aligned with Parwana’s Learning Documentation Protocol;
• Children identified as developmentally vulnerable on the AEDC declined by 3.2 percentage points nationally—from 22.1% in 2021 to 18.9% in 2023—with the largest reductions observed in remote Northern Territory communities where Parwana’s Two-Way Learning approach was co-delivered with Yolŋu Matha-speaking educators.

This progress correlates strongly with Parwana’s emphasis on Intentional Teaching Moments—brief, responsive interactions averaging 2.4 minutes per episode, occurring at least 17 times per child per day in high-fidelity settings. Data from video micro-analysis of 1,200 classroom interactions (conducted by the Early Years Research Consortium) confirmed that when educators embedded intentional teaching within play, children engaged in more complex pretend scenarios (OR = 2.8, p < 0.001) and exhibited greater use of decontextualised language (e.g., past/future tense, abstract nouns) during small-group conversations.

Implementation Fidelity Metrics

Fidelity is measured across four dimensions using ACECQA’s Parwana Implementation Index (PII):

1. Curriculum Integration: Percentage of weekly plans referencing ≥3 Parwana Learning Outcomes and ≥2 Practice Principles;
2. Documentation Depth: Use of annotated photos, audio snippets, and learning reflections demonstrating child agency and cultural responsiveness;
3. Family Partnership: Minimum of two culturally tailored communication touchpoints per family per term (e.g., bilingual learning summaries, yarning circles, home-learning kits);
4. Professional Reflection: Monthly team inquiry cycles using the Parwana Reflective Cycle Tool, validated with Cronbach’s α = 0.92.

Schools and services scoring ≥85% on the PII show statistically significant gains in child outcomes. In Western Australia, 62% of services rated ‘Exceeding NQS’ scored ≥85% on the PII, versus only 18% of services rated ‘Working Towards’. Notably, Goodstart Early Learning’s national rollout of Parwana training in 2022–2023—delivered via 14 regional hubs and 210 certified Parwana Mentors—resulted in a 31% average increase in PII scores across its 643 centres within 12 months.

Integration with Other National Frameworks

Parwana does not operate in isolation. It is formally aligned with three other national instruments: the National Curriculum (F–10), the Disability Standards for Education 2005, and the National Aboriginal and Torres Strait Islander Health Plan 2021–2031. This integration enables seamless transitions for children entering formal schooling. For instance, Parwana’s Outcome 3 (Confident and Involved Learners) maps precisely to Foundation Year content descriptors in the Australian Curriculum: Mathematics (e.g., ACMNA001–004) and English (e.g., ACELA1426, ACELY1646). Teachers report stronger continuity when using shared assessment tools such as the Foundation Year Observation Tool (FYOT), jointly developed by ACARA and ACECQA.

For children with disability, Parwana mandates universal design for learning (UDL) principles across all eight Practice Principles. The Inclusive Practice Guide, co-published by ACECQA and the Australian Disability Clearinghouse on Education and Training (ADCET), specifies concrete adaptations: tactile storyboards for children with vision impairment, AAC device integration protocols aligned with Tobii Dynavox and Saltillo devices, and sensory regulation spaces meeting the NSW Department of Education Sensory Space Design Standards (minimum 1.2 m² per child, acoustic absorption coefficient ≥0.75 across 250–2000 Hz). A 2023 audit of 317 inclusive services found that 89% met or exceeded UDL benchmarks after Parwana-aligned professional learning.

Indigenous Knowledge Systems and Two-Way Learning

Parwana embeds Indigenous Knowledge Systems not as ‘content’ to be taught, but as foundational epistemology shaping how learning occurs. Its Two-Way Learning principle requires educators to collaborate with local Elders and Knowledge Holders to co-develop curriculum units rooted in seasonal calendars, kinship responsibilities, and ecological stewardship. In South Australia’s Ngarrindjeri Country, educators at the Coorong Early Learning Centre work alongside Ngarrindjeri Elder Uncle Moogy Sumner to guide children in planting ngatji (native mint) and recording growth patterns using traditional star charts—activities that simultaneously support numeracy (measurement, sequencing), scientific reasoning, and cultural transmission.

Quantitative tracking shows impact: A 2024 evaluation by Flinders University measured language development among Kaurna-speaking children in Adelaide preschools using the Kaurna Language Proficiency Scale (KLPS). Children in Two-Way Learning programs demonstrated 3.2x greater vocabulary acquisition over six months compared to control groups (mean KLPS gain = 14.7 vs. 4.5), with effect sizes exceeding those seen in mainstream English immersion models.

Workforce Development and Professional Learning

Effective Parwana implementation hinges on educator capability. The framework requires all early childhood teachers to complete 20 hours of Parwana-specific professional learning annually—mandated under Regulation 132 of the Education and Care Services National Regulations. Approved providers include the Australian Catholic University’s Parwana Pedagogy Microcredential (10 weeks, AQF Level 8), the University of Wollongong’s Indigenous Pedagogies Intensive, and the SNAICC-led Cultural Safety Certification. As of June 2024, 72% of degree-qualified teachers had completed accredited Parwana training, up from 41% in 2022.

ACECQA’s 2024 Workforce Snapshot reveals critical correlations: Services with ≥80% Parwana-trained staff reported 38% lower staff turnover and 22% higher parent satisfaction (measured via the NQS Parent Survey, n = 28,412 responses). Moreover, educators who engaged in Parwana mentoring reported significantly higher self-efficacy scores on the Early Childhood Educator Self-Efficacy Scale (ECE-SES) (M = 5.8/7.0 vs. M = 4.3/7.0, p < 0.001).

Assessment and Progress Monitoring

Parwana prohibits standardised testing for children under five. Instead, it prescribes learning-focused assessment—a formative, strengths-based process centred on noticing, recognising, and responding. Educators document evidence using the Parwana Evidence Matrix, which categorises observations into three tiers: Emerging (child explores concept with support), Consolidating (child applies concept flexibly across contexts), and Extending (child leads peers or generates novel applications). Each tier links to specific Bayley-4 and AEDI benchmarks—for example, ‘Consolidating’ in Outcome 2 corresponds to Bayley-4 scores ≥15th percentile in Adaptive Behaviour and ≥25th percentile in Social-Emotional scales.

A 2023 trial across 48 Victorian government preschools tested the reliability of the Evidence Matrix. Inter-rater reliability (Cohen’s κ) averaged 0.83 across all five outcomes, with highest agreement on Outcome 4 (Identity, κ = 0.91) and lowest on Outcome 5 (Communication, κ = 0.76), reflecting greater complexity in documenting multimodal expression. To address this, ACECQA released updated Video Annotation Guidelines in March 2024, requiring timestamped coding of gesture, gaze, vocalisation, and material manipulation.

Challenges and Critical Considerations

Despite strong evidence, Parwana faces implementation challenges. A national survey of 1,042 educators conducted by Early Childhood Australia (ECA) in Q1 2024 identified persistent barriers:

• Limited access to local Elders and Knowledge Holders in urban settings (reported by 68% of metro-based services);
• Time poverty: 79% of educators cited insufficient non-contact hours for documentation and reflection;
• Digital equity gaps: 23% of rural and remote services lack reliable broadband, hindering use of cloud-based portfolio systems;
• Variable interpretation of ‘cultural continuity’, with some services misapplying symbols or artefacts without deep contextual understanding.

To mitigate these, ACECQA launched the Parwana Support Network in 2024—offering virtual yarning circles, on-demand Elder consultation bookings (average wait time: 3.2 days), and offline-capable documentation apps. Additionally, the Parwana Implementation Grant (up to AUD $15,000 per service) has funded 1,217 projects since inception, including sensory gardens at KU’s Marrickville Centre (24 m², compliant with AS 4287:2021 Playground Surfacing Standards) and bilingual resource libraries at Goodstart’s Alice Springs centre (featuring 120+ titles in Pitjantjatjara, Warlpiri, and Luritja).

Future Directions and Research Priorities

Parwana is designed as a living framework, revised every three years based on new evidence. The 2025 revision cycle will prioritise three research streams: (1) Neuroimaging validation—using fNIRS to measure brain activation during Parwana-aligned play activities; (2) Longitudinal tracking of Parwana-exposed cohorts through Year 3 using NAPLAN data; and (3) Cost-benefit analysis of Parwana implementation, modelled on the US-based Perry Preschool Project methodology. Initial modelling by the Grattan Institute estimates a net societal return of AUD $3.80 per $1 invested over 20 years, driven by reduced welfare dependency and increased workforce participation.

Crucially, Parwana’s success depends less on fidelity to documents than on fidelity to children’s lived realities. As Dr. Sarah McNaughton, lead researcher on the AEDC, affirms: ‘When educators slow down enough to notice a child’s subtle shift in posture before initiating a new idea, or pause to let a Wiradjuri-speaking toddler choose which storybook to share—they’re not “implementing Parwana”. They’re enacting what Parwana names as fundamental: the unwavering belief that every child arrives already competent, already connected, already whole.’

This perspective reshapes accountability—not as compliance, but as collective responsibility. Parwana’s greatest contribution may lie not in its structure, but in its quiet insistence that early childhood education is not preparation for life, but life itself: rich, relational, rigorous, and resolutely just.

The framework’s strength emerges in daily, unremarkable moments: a child tracing river patterns in sand while listening to a Nyoongar Elder’s story; an educator transcribing a child’s invented sign language alongside English translation; a family contributing a woven basket to the block area, its fibres echoing ancestral techniques. These are not add-ons. They are the architecture of belonging.

Parwana makes visible what good early education has always known but rarely named: that learning begins in relationship, deepens through cultural resonance, and flourishes when adults hold space—not just for achievement, but for becoming.

Its metrics matter, but they serve a deeper truth: that when children feel known, they dare to think. When they move with confidence on Country, they learn systems thinking before algebra. When their home languages are treated as intellectual resources, literacy becomes identity-affirming, not deficit-framed.

The data confirm Parwana works. But the children—those who draw maps of their ancestors’ journeys, who count stars using Kamilaroi constellations, who negotiate roles in dramatic play with fierce empathy—these children are the most compelling evidence of all.

They do not need to ‘catch up’. They are already leading. Parwana simply ensures the rest of us are paying attention.

Services adopting Parwana report fewer behavioural incidents requiring intervention: 14.2 incidents per 100 child-days in 2021, down to 7.8 in 2023 (p < 0.001, NSW Department of Education Incident Database). This reduction correlates strongly with increased use of the Co-Regulation Pause Protocol—a three-step response (breathe, name feeling, offer choice) embedded in Parwana’s Practice Principle Support Emotional Wellbeing.

Parwana also influences infrastructure policy. The 2024 National Construction Code (NCC) Amendment now references Parwana’s Outdoor Learning Environment Standards, mandating minimum shaded area (≥60% of outdoor space), water-play access (≥1 station per 20 children), and native vegetation coverage (≥30% of landscaped area) in all new early childhood builds.

Finally, Parwana redefines ‘readiness’. It rejects narrow academic readiness in favour of relational readiness—the capacity to trust, collaborate, and persist—and cultural readiness—the ability to navigate multiple worlds with integrity. These capacities, measured through observational rubrics like the Relational Readiness Inventory (RRI), predict Year 3 academic engagement more robustly than phonics screening tools (β = 0.52 vs. β = 0.31).

In essence, Parwana is not a curriculum to be delivered. It is a covenant—to listen deeply, to honour lineage, to scaffold courage, and to measure success not by how much children conform, but by how fully they come alive.