About Playgroup Australia: The National Playgroup Alliance
Playgroup Australia is the peak body representing an alliance of organisations that deliver playgroups across Australia. Our vision is that every child and family benefits from participation in playgroup.
This submission is endorsed by Playgroup Australia’s members…
About Playgroups
Playgroups are groups of young children (birth to school age) and their parents or carers who meet regularly to play and socialise. They are unique in that they engage both parent and child, providing opportunities for play-based learning, social connection, and enhanced home learning environments.
There is a strong and growing evidence base on the benefits playgroups provide for children in their critical first five years of development. Children who participate in playgroup are 1.4 times more likely to start school developmentally on track. The nation benefits when all children, parents, and carers have access to affordable, inclusive local playgroups.
Playgroups make a significant contribution to family wellbeing and to improving early childhood development outcomes in Australia by providing:
- Play-based learning and opportunities to support development across all domains.
- Social support for parents and carers.
- Connections that build communities.
Playgroups exist in many forms, each with their own purpose, cohort, and focus. Parent- and volunteer-led playgroups are initiated by families within their own communities to address a self-identified need. They strengthen their community while supporting the wellbeing of children, parents, and carers. Our members also deliver supported playgroups, which are led by a paid facilitator and build community inclusion and participation for children and families with particular needs.
Recommendations
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Secure sustainable investment in playgroups Provide long-term, adequate funding for playgroups as essential community infrastructure. Playgroups are deeply embedded in local communities, trusted by families, and proven to strengthen children’s development, family wellbeing, and community connection. Sustainable investment will ensure they continue delivering these outcomes where families already are.
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Deliver Thriving Kids in trusted places Meet families where they already gather; playgroups, neighbourhood centres, and community spaces. Safe, familiar environments maximise accessibility and engagement.
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Build on proven models Adopt successful elements from programs such as PALS, Ready, Set, Progress, PlayTogether, Tumblers, and Family Linkers. These models demonstrate the value of developmental checks, inclusive participation, soft entry points, strong partnerships, and trusted navigators who guide families through complex systems. Embedding these features across Thriving Kids delivery settings will maximise outcomes for children and families.
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Integrate services through family linkers Thriving Kids will only succeed if families experience services as seamless and connected rather than fragmented or competing. Family linkers, embedded in playgroups, can walk alongside families to help them navigate complex systems like the NDIS, health, and education. A “no wrong door” model will give families the confidence that they will be supported, not turned away.
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Prioritise equity and workforce capacity Thriving Kids must reach families facing the greatest barriers — including First Nations, CALD, disadvantaged, and rural or remote communities. This requires targeted investment and a strong workforce. Addressing allied health shortages, ensuring fair pay, and training staff in trauma-informed, culturally safe, and neurodiversity-affirming practice will be vital to building equity and trust.
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Strengthen transitions to school Develop structured, family-focused transition supports to bridge the gap between early years settings and schools, giving families the confidence and tools to advocate for their child’s needs.
Introduction
Playgroup Australia welcomes the opportunity to contribute to the Inquiry into the Thriving Kids Initiative. As the national peak body, we represent an alliance of organisations that deliver playgroups across the country, ensuring that every child and family can benefit from participation.
Our members have experience delivering a diverse range of playgroup models and early childhood programs. From volunteer-led community playgroups to supported initiatives such as Play and Learn Supported (PALS) playgroups, PlayTogether, and developmental screening programs like Ready, Set, Progress in South Australia. Our members also deliver targeted programs such as PlayConnect+ for children with developmental concerns.
This submission draws on independent evaluations, national consultations, and decades of experience across the sector. Playgroups are proven, cost-effective community infrastructure for inclusion and early intervention. They are directly aligned with the vision of Thriving Kids: supporting children to thrive, families to feel connected and confident, and communities to grow stronger.
The Role of Playgroups in Thriving Kids
Thriving Kids will only succeed if it is delivered through infrastructure that families already trust and use. Playgroups provide exactly that foundation. They are embedded in communities, accessible to all, and already achieving many of the outcomes the Thriving Kids initiative seeks to deliver.
Playgroups are familiar, welcoming spaces where children develop through play, parents find connection and confidence, and communities strengthen their social fabric. Intentionally embedding Thriving Kids in playgroups is to “lay paths where families are already walking”, meeting families in places that feel safe, inclusive, and non-stigmatising.
Because playgroups operate across diverse models they can flexibly respond to local needs. This makes them uniquely placed to deliver Thriving Kids supports in ways that are inclusive, cost-effective, and tailored to families, regardless of location or circumstance.
Benefits for Children
Playgroups help children thrive from the start. Evidence from University of South Australia research into Australian Early Development Census (AEDC) data shows that children who attend playgroup are 1.4x more likely to begin school developmentally on track.^i
Evaluations of programs such as PALS show improvements in speech and language, social-emotional skills, confidence, empathy, and physical development. Parents consistently report seeing their children grow in confidence and ability to interact with others.^ii
Playgroups also support early identification. Models such as Ready, Set, Progress in South Australia embed developmental checks directly into playgroup sessions. In its first 18 months, more than 800 children were screened; 21% were identified with developmental vulnerabilities and linked to early support.^iii
Inclusive playgroups such as PALS, and the ACT Tumblers playgroup enable children with disability or developmental delays to participate alongside peers, reducing stigma and building acceptance from the earliest years. The PlayTogether program delivered inclusion and accessibility capacity building to community playgroups to ensure that parents of a child with disability felt welcome in all playgroup settings.
Playgroups provide a strong foundation for the move into formal schooling. Transition supports delivered within playgroup settings help children adjust socially and emotionally, while ensuring any developmental needs are recognised early. For children with additional needs, these supports can ease what is often a stressful change, setting them up for a smoother start at school.
Such a great experience to be part of this playgroup. My son loves the variety of activities he can do each week here, especially the sensory games. I’m also really happy that he is getting more comfortable around other kids and being part of a social group where he can safely play. — Parent, Playgroup participant
(My child) enjoys coming to playgroup, he loves seeing other children. — Parent, Playgroup participant
Benefits for Families
Playgroups actively engage parents as partners in their child’s learning and development. Parents learn about milestones, early support strategies, and advocacy skills—practical knowledge they use at home every day. Evaluations of supported playgroups show parents report greater confidence, a better understanding of their child’s needs, and stronger capacity to navigate services.
Australian longitudinal research using LSAC data found a strong association: mothers who persistently attended playgroup in the first three years were about half as likely to report having no support from friends when their child was 4-5 and again at 8-9, compared with mothers who never or only briefly attended.^iii This highlights playgroups’ role in building enduring peer networks, not just short-term connection.
This aligns with the newly released National Best Practice Framework for Early Childhood Intervention, which emphasises that families thrive when they have strong support networks and confidence in meeting their child’s needs. Playgroups provide exactly this foundation, offering trusted, community-based spaces that build confidence and enduring connections.
The experience of playgroup organisations highlights the complementary role of parent coaching programs such as Triple P, Incredible Years, Peep Learning Together, and Smalltalk. These initiatives align closely with the peer learning and capacity-building that happens in playgroups, reinforcing parents’ skills to support their child’s communication, behaviour, and emotional development.
Equally important, playgroups reduce isolation. Families often describe them as “safe” spaces where they feel supported. A recent evaluation of PALS found that 95% of parents
had new experiences with their child and built social connections they would not otherwise have accessed.^ii
Playgroups also provide families with a safe, non-judgemental environment where they can share experiences, observe their child’s development, and seek advice early. Parents often describe playgroup as the first place they felt truly accepted and supported, reducing stigma and building confidence to advocate for their child.
Transition to school is not just a milestone for children, it is a shift for the whole family. Playgroups can support parents and carers to feel confident advocating for their child, navigating school systems, and maintaining connections built in the early years. Families who receive this wrap-around support report less stress and greater confidence, making the transition a positive experience for everyone.
Participation also improves wellbeing. Parents report reduced stress, improved mental health, and stronger bonds with their children. For families waiting for assessments or therapy, playgroups often provide vital interim support.
Being surrounded by other parents who are walking a similar path has been such a gift — the friendships and support I’ve found there have made me feel less alone. — Parent, Playgroup participant
As a parent of a child with suspected ASD, I can’t express how much it means to walk into a space that feels genuinely warm, understanding, and supportive. — Parent, supported playgroup participant
Benefits for Communities and Systems
Playgroups create inclusive communities. Across jurisdictions, embedding allied health professionals into playgroups has allowed children to be observed in natural settings, with families receiving real-time guidance and strategies. This proactive approach empowers parents and reduces long delays while families wait for formal assessments.
Playgroups are a trusted soft entry point to health, disability, and education systems. Parents describe being guided toward support in ways that felt accessible and non-stigmatising.
The consistency of weekly playgroup sessions builds trust and stability for families, creating an accessible entry point into broader systems. Over time, these connections strengthen community networks and ensure families know that support will be available when they are ready to take it up.
Embedding family linkers strengthens this role, providing families with navigation, advocacy, and follow-up so no one falls through the cracks. Models being implemented by Playgroup Tasmania, Playgroup SA and Playgroup NT show how effective this approach can be, with linkers helping families connect with assessments, access the NDIS, and build confidence navigating complex systems. For this model to succeed
more broadly, it must be backed by adequate service capacity so referrals can be realised into timely, accessible, and appropriate supports.
Through playgroup I was able to get help for my child without it feeling overwhelming or stigmatising. It just felt like a natural next step. — Parent, supported playgroup participant
System pressures are also reduced when playgroups address vulnerabilities early. By intervening before school, playgroups help lower demand for intensive services such as the NDIS or clinical interventions. They are highly cost-effective compared to downstream services.
The experience of families nationally also highlights system weaknesses that Thriving Kids must address: overdependence on diagnosis for service eligibility, siloed services and poor navigation that leave families confused about where to go, inconsistent follow-up after early screenings, and workforce shortages, especially in rural and regional communities.
Equity of access must be at the heart of Thriving Kids. In many rural and remote areas, playgroups are the only service available for young children, making them a vital entry point. But for First Nations and culturally and linguistically diverse families, barriers such as intergenerational trauma, stigma, and language challenges can make engagement harder. Building cultural safety and responsiveness into Thriving Kids will be critical to overcoming these barriers and ensuring every child can benefit.
Evidence in Practice
Play and Learn Supported (PALS — National Program): PALS provides facilitated playgroups where trained leaders support children’s learning while building parents’ confidence and connection. The program strengthens inclusion by welcoming children of all abilities and linking families with local services. An independent evaluation (2025) found clear benefits: children developed play, social skills, language, and confidence; parents reported improved wellbeing and reduced stress; and community partners gained skills in inclusive practice.^ii
Being part of PALS has given me the confidence to understand my child’s needs and know how to support them. — Parent, PALS participant
Ready, Set, Progress (Playgroup SA): Ready, Set, Progress brings developmental checks into the playgroup setting and provides immediate early support where needs are identified. In its first 18 months, more than 800 children were screened, with 21% found to have developmental vulnerabilities. Families were then offered targeted support and referrals, all while continuing to participate in playgroup. This model not only identifies needs early but also delivers intervention in a safe, familiar environment, reducing barriers to access and helping children thrive.
Tumblers Program (ACT Playgroups): A pilot partnership between ACT Playgroups, an Early Childhood School, the Child Development Service and allied health services
targeting children and families experiencing high developmental vulnerability, CALD backgrounds, or parental mental health challenges. The program engages a paediatric physiotherapist provided by the Child Development Service and student occupational therapists to provide foundational skills, peer support, informal assessment, referral and information.
I don’t believe I would have made it this far without someone walking alongside me on the journey. — Caregiver, Early Support program
Allied health in playgroups (Playgroup Tasmania): Playgroup Tasmania’s Early Support programs have successfully embedded occupational and speech therapists into playgroup sessions. This model, used across initiatives such as PALS, PlayConnect+, and Heartberries, leverages trusted relationships with allied health professionals to enable early identification, provide real-time support for parents, and reduce pressure on waitlists.
Family Linkers (Playgroup Tasmania and Playgroup SA): Family Linkers help families Family Linkers and Navigators help families navigate complex systems and connect with the supports they need. In Tasmania, playgroup facilitators have been upskilled to provide this function, drawing on their trusted relationships with families and local service knowledge. In South Australia, Playgroup SA has had a dedicated Family Linker role in place for almost two years as part of its core service model. In the Northern Territory, a similar “Navigator” function is supporting families to connect with services in ways that reflect local needs and contexts.
While implemented differently, these roles share the same purpose: providing guidance, advocacy, and follow-up so families don’t fall through the cracks, and ensuring timely access to health, education, housing, financial, and mental health supports.
Case Study: Family Linkers in Playgroup—Playgroup Tasmania
A family attending one of our Early Support programs became lost in the system due to an administrative error—their DAT referral was never submitted. The caregiver misunderstood the process, believing informal feedback from another service constituted a formal diagnosis and that no further action was needed.
With guidance from the Family Linker program, the family was reconnected with the DAT waitlist, supported in accessing the NDIS, and eventually offered a short-notice appointment. Their child’s DAT was completed, resulting in a formal ASD diagnosis.
This child, first flagged for assessment in 2022, finally received a diagnosis in 2024. The outcome has been life-changing: providing clarity, validation, and practical tools for the family to connect with their child more effectively. He is now happily attending kindergarten. In the caregiver’s own words:
He is thriving thanks to the support he was given in the early stages here at playgroup. — Caregiver
Conclusion
Playgroups are proven, cost-effective, inclusive, and accessible. They already deliver on the vision of the Thriving Kids Initiative by strengthening children, families, and communities. The release of the National Best Practice Framework for Early Childhood Intervention provides a timely reminder that best practice means embedding family-centred, inclusive supports in communities. Playgroups are uniquely placed to deliver on this vision and ensure that every child and family can thrive.
To ensure Thriving Kids succeeds, governments must secure the sustainability of the community programs underpinning its delivery. With the right investment, playgroups can ensure every child has the best start, every family is supported, and every community is strengthened.
Contact:
Patricia O’Donovan, Playgroup Australia CEO
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^i Lam B, Terauds V, Brinkman S. (2024). Causal Inference in the AEDC - analysis of the impact of ECEC attendance on child development. Commissioned report for Playgroup Australia
^ii Synergistique (2025). Supporting the power of play: The Evaluation Framework for the Play and Learn Supported program, Prepared for Playgroup Australia
^iii Hancock KJ, Cunningham NK, Lawrence D, Zarb D, Zubrick SR (2015) Playgroup Participation and Social Support Outcomes for Mothers of Young Children: A Longitudinal Cohort Study. PLOS ONE 10(7): e0133007. https://doi.org/10.1371/journal.pone.0133007