“We have to expand opportunities for Aboriginal Peoples through our children. More awareness of what is possible begins when children are young.” Irene Seward and Neil Miller, Halalt First Nation

Nanaimo | British Columbia

Building on the Strengthsof Children, Family and Community

A Chair for Aboriginal Early Childhood Development

Dennis Press

John Lund

John Lund

Mark Kaarremaa

Aboriginal communities are developing a unique vision of Early Childhood Education and Development, and Malaspina University College intends to support that vision through the AECD initiative. This brochure outlines why enhanced training for students is critical, the research required, and the inherent challenges in undertaking this work. The strengths of Malaspina University-College to carry out this research in partnership with Aboriginal communities are also highlighted.

The Circle of ConnectionPrior to the arrival of Europeans, Aboriginal children were lovingly nurtured and educated in ways that reinforced their communities’ beliefs and philosophy. Fundamental values were integrated into the caring and teaching of children such as respect for self, respect for others and respect for the earth, as well as the importance of sharing, humility and love within family and community. This spiritual and practical system of beliefs and customs has been described by some Aboriginal Peoples as “the circle of connection.”1

Elders played a vital role in the circle of connection by teaching, mentoring and healing the community as a whole.

Another important part of the circle was the language that thrived in each community. The language of each First Nation was learned by children within the family, and reinforced by

all members of the community. Children also learned their language by observing and participating in ceremonies and rituals.

Language, culture, family, community and creation formed the circle of connectedness that helped to define a person, and to give children and adults their context as an individual and their network of support for life. Child rearing for Aboriginal Peoples was a sacred responsibility best practiced, not only by parents and immediate family, but by the whole community.

How the Circle Was BrokenIt is well documented that the arrival of a Euro-Western culture and language, intolerant of the values and beliefs of Aboriginal Peoples, devastated Native communities across the country. The government policy of the day was to assimilate Aboriginal children into Western ways of thinking and being. The resulting acculturation—the loss of self, the loss of a connectedness with a holistic worldview—and the legacy of residential schools had a huge impact on how language, culture and values were passed from generation to generation.

The B.C. government recognizes that an investment in the training of Aboriginal Early Childhood

Development students will help strengthen the health and prospects of Aboriginal children. This has

spurred their commitment of $1.25 million to the creation of a Chair in Aboriginal Early Childhood

Development (AECD) at Malaspina University-College in Nanaimo. Malaspina University-College must

raise an additional $1.25 million to establish the endowment to fund the Chair in perpetuity.

1. Margo Greenwood, BC First Nations Children: Our Families, Our Communities, Our FUTURE (Discussion paper with input from British Columbia First Nations Early Childhood Development Roundtable, March 2003); Marlene Brant Castellano (Mohawk), “Ethics of Aboriginal Research,” Journal of Aboriginal Health January 2004: 98-114.

Building on the Strengthsof Children, Family and Community

A Chair for Aboriginal Early Childhood Development John Lund

Dennis Press

Another important part of the circle was the language that thrived in each community. The language of each First Nation was learned by children within the family, and reinforced by

Inquiries into the myriad of abuses carried out at residential schools have documented the systematic way children were cut off from their culture and deeply traumatized. The policies of the residential schools undermined the role of language and the influence of family, community and ceremony in shaping individual and community life. As a result, hundreds of thousands of Aboriginal children have grown up without positive parenting and caregiving models.

Child rearing and learning practices have changed as individuals and communities struggle to hold on to their connection and context. This Euro-centric way of living has created a chasm in the circle of learning for the children.

While efforts have started to redress the wrongs of the past, Aboriginal Peoples continue to experience systemic inequalities with the highest levels of poverty, incarceration, unemployment and suicide in the country.

Today, the Euro-Western approach still dominates the raising and educating of children. Although some attempts have been made to introduce Aboriginal values into child-care settings, those values and philosophies are generally not interwoven into the fabric of every day activities, staff training and professional development. Instead, the emphasis remains primarily on introducing stories and language.

Restoring Connection through Early Childhood EducationHealthy development in early childhood lays the foundation for lifelong learning and positive outcomes for children. Extensive research has shown that from birth to age six, children need play stimulation, loving care and positive social interaction for optimum brain development.

If any of these is lacking, children are much more likely to develop learning, behavioural, emotional or health problems. All children need quality early learning, and all caregivers need information and support to raise healthy, resilient young people.2

Creating best outcomes for Aboriginal children and their families means integrating into early childhood education the cultural and communal traditions that have ensured children’s well-being for millennia. When a community collaborates to nurture and teach children, the resulting social cohesion has a powerful, protective and empowering effect that restores the circles around the child.

To ensure a holistic interconnectedness between family and community, high-quality child care for Aboriginal children must incorporate traditional language, culture and values. This quality care can be provided by parents and Elders, as well as skilled Early Childhood Educators (both Aboriginal and non-Aboriginal) who have participated in educational programs that include a focus on Aboriginal values and child rearing practices.

The report, Many Voices, Common Cause: A Report on the Aboriginal Leadership Forum on Early Childhood Development (Aboriginal ECD Roundtable, April 2004, p. 1) states that “recruitment and entry-level training of Aboriginal Early Childhood Development service providers is dire … the issue of

2. Richard Wilkinson and Michael Marmot, eds., Social Determinants of Health: The Solid Facts, World Health Organization (Second Edition, 2003); Early Childhood Development in BC: First Call’s Framework for Action, First Call: BC Child and Youth Advocacy Coalition (February 2003); Child and Family Canada’s Fact Sheet #4: The Early Years; “Fast Facts on Child Care in Canada,” Perception (Canadian Council on Social Development, Volume 27, #1 & #2 2004; Schweinhart, L.J., Montie, J., Xiang, Z., Barnett, W.S., Belfield, C.R., & Nores, M. (in press) Lifetime effects: The High/Scope Perry Preschool study through age 40 (Monographs of the High/Scope Educational Research Foundation, 14, Ypsilanti, MI: High/Scope Press).

1. Margo Greenwood, BC First Nations Children: Our Families, Our Communities, Our FUTURE (Discussion paper with input from British Columbia First Nations Early Childhood Development Roundtable, March 2003); Marlene Brant Castellano (Mohawk), “Ethics of Aboriginal Research,” Journal of Aboriginal Health January 2004: 98-114.

Enhanced

Students graduating from programs such as those offered studied and researched. They want to participate in active research, and to spark collaborative and innovative research

and knowledge transfer; and,• Enhance and improve the education preparation of

Aboriginal and non-Aboriginal students to work with families in ways that best support the optimal development of Aboriginal children in diverse communities.

Research will highlight connections between research, teaching and practice. Potential research areas include:• Identifying what Aboriginal families want for their children

and the supports required;• Critically examining current teaching practices in early

childhood development and how they ‘fit’ with what Aboriginal families require;

• Identifying ways to facilitate the integration of best practices, cultural and traditional teachings into training, and to support Aboriginal and non-Aboriginal students’ use of these strategies; and,

• Understanding the impact of learning environments on students’ professional and personal development.

Building Capacity through CollaborationMalaspina’s well-respected faculty have been approached by private, public and non-profit partners to participate in community research and policy development. The Chair will be pivotal in bringing these groups together to develop initiatives that are directly supportive of Aboriginal Early Childhood Development.

The Chair for Aboriginal Early Childhood Development will be located in the Health and Human Services building, which will facilitate interaction with Early Childhood Development, Child

All Aboriginal communities have a common desire to raise healthy children and to restore or enhance the circle of connection. How children are raised and educated is fundamental to a community’s future.

John Lund

John Lund

Dennis Press

Dennis Press

, First

education and training is critical, impacting the quality of early childhood and child-care programs.”

As this report goes on to state, more awareness and resources are needed to create strategies around recruiting and training Aboriginal Early Childhood Development students to meet the urgent and varied needs of Aboriginal children. For this to happen, it is essential for post-secondary institutions to work in partnership with Aboriginal communities on topics such as curriculum and community capacity.

Enhanced Training for Students is CriticalRecognizing that raising healthy children is the cornerstone of rebuilding the community, local First Nation groups and Malaspina University-College have teamed up to collaboratively research and develop relevant training for Aboriginal and non-Aboriginal people working with young Aboriginal children.

Malaspina’s holistic, grassroots approach to Early Childhood Development (ECD) curriculum supports students to generate their own ideas about culturally relevant ECD practice and ways to implement it. The importance of spirituality is emphasized through an attention to ceremony and the Elder-in-residence. Other community Elders provide grounding for students, faculty and staff. The Elders also share their own knowledge, reinforce local ways of teaching and learning, and mentor students. This community learning environment and generative approach offer many benefits.

Case studies show that graduates of programs using generative approaches have an increased awareness of the needs of Aboriginal children, resulting in higher quality child care. Students graduating from programs such as those offered

by the University of Victoria and Malaspina University-College report an increased confidence in their own abilities. Many graduates go on to become leaders who instill greater interest and value for early childhood development in their communities.

Why is Further Research Needed?The successes of a few Aboriginal Early Childhood Development programs suggest progress in the area and, at the same time, raise many questions that require further research. Compelling questions include: How do learning environments impact students’ professional and personal development? What additional skills do students need to make a greater impact in their communities? Are Aboriginal Early Childhood Educators teaching in ECD programs, and are they working with non-Aboriginal children? How does the education of an Aboriginal Early Childhood Development professional influence families and healthy child development? Do current child-care practices respond to the needs of Aboriginal families?

Aboriginal communities are keenly interested in answering these and other questions, since this information will lead to improvements in service delivery and in best outcomes for Aboriginal children. Moreover, most Aboriginal communities in B.C. have not had an opportunity to work collaboratively with a post-secondary institution to ensure that community needs are being met, and that community members are supported to receive quality early childhood education and practice in their own communities.

An Exciting Opportunity Aboriginal groups and individuals do not want to be endlessly studied and researched. They want to participate in active

Development.

Malaspina University-College has many years’ experience in working collaboratively with Aboriginal communities on Vancouver Island and elsewhere in B.C. The Chair will build upon Malaspina’s existing strong relationships with Aboriginal communities, other researchers, service agencies and governments to gain new knowledge and to share this across the province and the country.

A Chair for Aboriginal Early Childhood Development will facilitate a consistent research process in a way that involves stakeholders at all levels while also respecting powerful Aboriginal traditions and values.

Investing in the healthy growth and development of young children and families is a long-term investment in the social and economic health of all our communities, our province and our country. Ultimately, the Chair can play an important role in strengthening outcomes for Aboriginal children and their families, and thus for all communities.

What will the Chair Do? In close collaboration with Aboriginal communities on Central Vancouver Island and ECD service providers, the Chair for Aboriginal Early Childhood Development will:• Develop and implement a long-term research strategy that

is Aboriginal-led and credible in both the Aboriginal and academic communities;

• Investigate the strengths, gaps and opportunities that exist in Aboriginal ECD training programs, services and research;

• Support and implement participatory action research in partnership with Aboriginal communities;

• Communicate with other researchers and First Nation groups to ensure meaningful connections in Aboriginal ECD research, and to spark collaborative and innovative research

and knowledge transfer; and,•

• and the supports required;

•

Aboriginal families require;•

strategies; and,•

Building Capacity through Collaboration

Development.

Dennis Press

Dennis Press

Dennis Press

community-based or community-driven research and solutions in which they are partners. Aboriginal Peoples want to build on their communities’ inherent strengths and talents around child rearing and child care, and to implement workable solutions. Malaspina’s Aboriginal partners will have an exciting opportunity to participate in this kind of research through the creation of the Chair in Aboriginal Early Childhood Development.

Malaspina University-College has many years’ experience in working collaboratively with Aboriginal communities on Vancouver Island and elsewhere in B.C. The Chair will build upon Malaspina’s existing strong relationships with Aboriginal communities, other researchers, service agencies and governments to gain new knowledge and to share this across the province and the country.

A Chair for Aboriginal Early Childhood Development will facilitate a consistent research process in a way that involves stakeholders at all levels while also respecting powerful Aboriginal traditions and values.

Investing in the healthy growth and development of young children and families is a long-term investment in the social and economic health of all our communities, our province and our country. Ultimately, the Chair can play an important role in strengthening outcomes for Aboriginal children and their families, and thus for all communities.

What will the Chair Do? In close collaboration with Aboriginal communities on Central Vancouver Island and ECD service providers, the Chair for Aboriginal Early Childhood Development will:• Develop and implement a long-term research strategy that

is Aboriginal-led and credible in both the Aboriginal and academic communities;

• Investigate the strengths, gaps and opportunities that exist in Aboriginal ECD training programs, services and research;

• Support and implement participatory action research in partnership with Aboriginal communities;

• Communicate with other researchers and First Nation groups to ensure meaningful connections in Aboriginal ECD research, and to spark collaborative and innovative research

and knowledge transfer; and,• Enhance and improve the education preparation of

Aboriginal and non-Aboriginal students to work with families in ways that best support the optimal development of Aboriginal children in diverse communities.

Research will highlight connections between research, teaching and practice. Potential research areas include:• Identifying what Aboriginal families want for their children

and the supports required;• Critically examining current teaching practices in early

childhood development and how they ‘fit’ with what Aboriginal families require;

• Identifying ways to facilitate the integration of best practices, cultural and traditional teachings into training, and to support Aboriginal and non-Aboriginal students’ use of these strategies; and,

• Understanding the impact of learning environments on students’ professional and personal development.

Building Capacity through CollaborationMalaspina’s well-respected faculty have been approached by private, public and non-profit partners to participate in community research and policy development. The Chair will be pivotal in bringing these groups together to develop initiatives that are directly supportive of Aboriginal Early Childhood Development.

The Chair for Aboriginal Early Childhood Development will be located in the Health and Human Services building, which will facilitate interaction with Early Childhood Development, Child

John Lund

and Youth Care, Social Services, Special Education and Nursing, as well as Anthropology, Psychology, Sociology, First Nations Studies, Education and Communications.

Student-Centred Research at MalaspinaResearch engages inquiry, advances knowledge and encourages interdisciplinary interaction, all of which will enhance the quality of learning at Malaspina.

The Chair will enhance the educational experience of students in Aboriginal Early Childhood Development by creating opportunities for students’ personal and academic growth, and by building capacity within practitioners. Research will help to provide the knowledge and confidence that move students to become leaders in their communities.

Why Have the AECD Chair at Malaspina?First Nations Leadership & Involvement at MalaspinaMalaspina University-College has a long history of working in partnership with Aboriginal communities on Vancouver Island to meet the academic and cultural needs of Aboriginal students. The First Nations Student Services Team supports about 760 Aboriginal students in making a successful transition to Malaspina. Academic success is fostered in an atmosphere that is culturally supportive to First Nations students.

techniques.

Dennis Press

Aboriginal Generative CurriculumAn Aboriginal generative approach to post-secondary curriculum development combines the best of both worlds: traditional First Nation philosophies, practices and cultural content with Euro-Western research, theory and professional experience. A generative approach is achieved by engaging students, faculty, Aboriginal communities and practitioners in ongoing dialogue to co-construct a revitalized curriculum. Elders play a key role in conveying traditional approaches to child development, care and education.

Benefits of an Aboriginal Generative Curriculum:• Unprecedented high rates of student retention and

completion.• High employment rates after graduation. • Graduates report improved parenting and grand-

parenting skills, and sharing their knowledge with their children. This enhanced transmission of knowledge, skills and enthusiasm about child development and parenting can greatly impact the future of the entire community.

• With Aboriginal communities involved in the generative curriculum, Elders, parents, council and other community members are more likely to become involved in child-care initiatives.

Dennis Press

An Advisory Committee on First Nations Education was established and Elders were integrated as teachers and supporters in all First Nations programs. Malaspina now offers a degree with a major and minor in First Nations Studies, a Child and Youth Care First Nations Diploma and a multi-disciplinary learning community for first-year students (Arts One First Nations), all of which stress cooperative interdependence and learning in group settings.

Malaspina’s Strong Track Record with AECD ProgramsMalaspina’s Health and Human Services faculty have extensive knowledge and experience in Aboriginal-led curriculum development. Aboriginal communities have participated meaningfully in the design, implementation and evaluation of unique, collaborative Aboriginal Early Childhood Development and Child and Youth Care curricula with Malaspina University-College. Initial partners in these community-oriented projects include the Snuneymuxw First Nation, Tillicum Haus Native Friendship Centre, the Cowichan Tribes, the Nuu-Chah-Nulth Tribal Council, the Halalt First Nation, Chemainus First Nation, Sliammon First Nation and the Gwa’sala-Nakwaxda’xw Nations.

As a result of these collaborations, Aboriginal Early Childhood Development and Child and Youth Care programs at Malaspina, using generative approaches, focus on balance, inter-connectedness, self-awareness, teamwork and trust. These programs have been positively evaluated by graduates who are now community leaders in day-care centres and HeadStart programs. Based on these early successes, Aboriginal communities and faculty at Malaspina are interested in further improving student learning and enhancing creative teaching techniques.

Malaspina’s commitment to cultural and

community development led to collaborative work

with First Nations groups to develop programs in

education, child care and social services.

•

• • • •

Dennis Press

Dennis Press

Malaspina Leadership Team for Chair CampaignBruce Cooke-Dallin, Faculty, Child and Youth Care, Malaspina

University-CollegeArlette Drader, Director of Aboriginal Education, Malaspina

University-CollegeLaureen Garteig, Dean, Health and Human Services, Malaspina

University-CollegeJoan Gignac, Child Care Manager, Chemainus First NationLorna Kryszkiewicz, Faculty, Early Childhood Education and

Care, Malaspina University-CollegeCarol Matthews, Honorary Research Associate, Malaspina

University-College Linda McDonell, Faculty, Early Childhood Education and Care,

Malaspina University-CollegeNancy McInnes, Faculty, Early Childhood Education and Care,

Malaspina University-CollegeBeverly Revin, Chair, Early Childhood Education and Care,

Malaspina University-CollegeJohn Rogerson, Chair, Child and Youth Care, Malaspina

University-CollegeMarie Scoretz, Coordinator, First Nations Student Services,

Malaspina University-CollegeSylvia Scow, First Nations Student Services Liaison, Malaspina

University-CollegeLynn Traynor, Faculty, Early Childhood Education and Care,

Malaspina University-CollegeLouise Underwood, Elder-in-Residence, Malaspina’s Cowichan

CampusLeslie Welin, Faculty, Child and Youth Care First Nations,

Malaspina’s Cowichan Campus Ellen White, Elder-in-Residence, Malaspina’s Nanaimo CampusConsultation with Alan Pence, University of Victoria

Community Advisory CommitteeThe Advisory Committee will provide guidance and act as a resource for the Chair in Aboriginal Early Childhood Development. The Committee will assist the Chair to:• Develop a vision for best practices in educational approaches

to support early childhood development, and the role of the Chair in achieving this vision;

Mark Kaarremaa

“We have to expand opportunities for Aboriginal Peoples through our children. More awareness of what is possible begins when children are young.” Irene Seward and Neil Miller, Halalt First Nation

Nanaimo | British Columbia

Building on the Strengthsof Children, Family and Community

A Chair for Aboriginal Early Childhood Development

• Identify stakeholders and potential collaborators at the community level;

• Identify and prioritize the research agenda with the Chair;• Provide perspectives on research proposals and findings;• Provide support for research projects where needed; and,• Participate in monitoring the progress and updating the

research agenda on an annual basis.

An initial Advisory Committee will be assembled in the spring of 2005 once participatory discussions with the following stakeholders have taken place: Cowichan Tribes, Halalt First Nation, Snuneymuxw First Nation, Tillicum Haus Native Friendship Centre, Chemainus First Nation, Penelekut Tribe, Duncan Friendship Centre, Qualicum First Nation, Nanoose First Nation, Nuu-Chah-Nulth Tribal Council and other Aboriginal groups on the Mainland. Due to the evolutionary nature of this kind of research, Advisory Committee members are expected to change over time.

Campaign Goal & Recognition OpportunitiesMalaspina has received a commitment of $1.25 million dollars from the B.C. Leading Edge Endowment Fund (LEEF), an independent society that administers the application and review process for Chairs. An additional $1.25 million must be raised to match LEEF’s funding, all of which will be invested by Malaspina University-College in an endowment to fund a long-term Chair in Aboriginal Early Childhood Development.

The Malaspina University-College Foundation, a registered charity that acts on behalf of Malaspina, will run the fundraising program, issue receipts for tax purposes and include donors in ongoing recognition programs. A variety of recognition opportunities are available to acknowledge financial support for the Chair campaign.

Contact InformationCapital Campaign for Endowed Chair for Aboriginal Early Childhood DevelopmentRoger Prior, Executive Director, Malaspina University-College FoundationTelephone: 250.740.6217E-mail: prior@mala.bc.ca

Project LeadersLaureen Garteig, Dean, Health and Human Services, Malaspina University-CollegeTelephone: 250.740.6242E-mail: garteigl@mala.bc.ca

Linda McDonell, Faculty, Early Childhood Education and Care, Malaspina University-CollegeTelephone: 250.740.6267E-mail: mcdonell@mala.bc.ca

Beverly Revin, Chair, Early Childhood Education and Care, Malaspina University-CollegeTelephone: 250.753.3245 ext. 2830E-mail: revinb@mala.bc.ca

Text: Signy Madden & Brenda PiquetteDesign: William KnightPhotography: Dennis Press; John Lund; Mark KaarremaaPrinted in B.C.

Malaspina University-College900 Fifth Street, Nanaimo, BC V9R 5S5

Dennis Press

John Lund

Dennis Press

John Lund

Mark Kaarremaa

Mark Kaarremaa