This report summarises the findings from a rapid evidence scan that explored the evidence base for supported playgroup models. The evidence base for supported playgroup models is emerging. The few quantitative evaluations available provide some evidence that supported playgroups can improve child outcomes, including language, cognition, behaviour, socialisation, transition to school; and parent outcomes, including attachment, responsiveness, and social connection. 

Playgroups are a widely accessed early childhood community program type in Australia. Supported playgroups have been described as a soft entry point to early intervention services for at-risk families and may be combined with other more intensive or therapeutic interventions. 

Key findings

• Evaluated programs with the strongest evidence include Kids in Transition to School (KITS), smalltalk, Peep-Learning Together Program (Peep-LTP), Learn, Engage and Play (LEaP) and Parent-Child Mother Goose. 
• Research has also examined elements that can strengthen supported playgroup design and practice. These include having skilled playgroup staff, family-centred facilitation, engagement and relationship building, enhancing families’ social capital, outreach and co-location, referral and service linkage, promotion, dosage and governance. Delivery through existing, well-regarded service platforms, and using a stepped care approach has been a critical factor in some models.
• Additional key elements of successful supported playgroups delivered to Aboriginal families include Aboriginal facilitators, allowing sufficient time to build relationships with families, and improving service accessibility through either outreach services or providing transport for families.
• Further research is needed to build the evidence base for effective formats, particularly well designed quantitative studies with control groups and studies that investigate the impact of specific components of more complex models with additional interventions.