This paper explores the issue of quality early childhood practice for young Aboriginal children by applying the dimensions of quality posited by Munton, Mooney and Rowlands, (1995). The literature on recommended policy and practice is analysed, in relation to effectiveness, acceptability, efficiency, access, equity, and relevance to Aboriginal children and their families, bearing in mind the variations in needs, and links with Aboriginal cultures, values, and languages. In the light of this analysis, recommendations are made for the provision of a quality early childhood curriculum that will result in successful learning, while promoting children's self-esteem and self-worth and fostering cultural and learning strengths.
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