Promising Practices in Aboriginal Education

Summary: The “Planting the Seed Series” is sharing and teaching about First Nation culture. The tree represents a symbol of life and began as a seed. As the seed gets nourished the more it will flourish. Like the tree of life, a person will also flourish when cultural nourishment is given. It helps to grow the individual, family, community and nation. The sharing of this information helps to plant the seed that leads to a life long journey of learning. Sharing - The First Nation Way.

Issue 27
Community Engagement
Aboriginal Education: A Discussion Guide

Source: Catherine Abraham & Joyce Gram, Authors

Focus: Parents and teachers

Summary: Improving education for Aboriginal children is a collective challenge facing all of us. Aboriginal students in public schools have a long history of lagging behind their non-Aboriginal peers. Despite effort and innovative programs, our schools have not yet succeeded in engaging these students to the point where they are graduating, or even staying in school, in acceptable numbers.

In 2004, the Society for the Advancement of Excellence in Education published a research study entitled Sharing Our Success: Ten Case Studies in Aboriginal Schooling by Dr. David Bell. The project studied ten diverse schools in western Canada in which Aboriginal students were achieving academic success. In each of these schools, families and educators shared profound respect for each other and their respective roles, and dedication to the students they served. The schools studied were in rural and urban areas of B.C., the Prairie Provinces, and the Yukon. They included large and small elementary and secondary schools, and other grade combinations, with varying percentages of Aboriginal students. Some schools were band operated, others were under the authority of school districts, and one was under the Yukon Department of Education. In-depth research from each school revealed common factors leading to success.

This guide presents a brief overview of those factors and is intended to provide a glimpse of the common ground shared by successful schools. In addition to the 2004 study, included are references from a 2007 study also conducted by SAEE entitled Sharing Our Success: More Case Studies in Aboriginal Schooling by George Fulford, which focused on ten schools in eastern Canada.

It is not expected that this guide will provide all the answers but rather to help parents and educators, both Aboriginal and non-Aboriginal, begin to explore questions. Finding ways to bring learning to life for Aboriginal students has proven to be a complex task.

Issue 25
Community Engagement
Child care for First Nations children living off reserve, Métis children, and Inuit children

Source: Statistics Canada, October 2010, by Leanne C. Findlay and Dafna E. Kohen

Summary: Previous research has shown that child care has an impact on children’s social and developmental outcomes. This research has shown that the quantity, quality, and type of care, as well as regulatory status, influence children’s wellbeing, in particular behavioural characteristics such as hyperactivity and positive peer involvement (also known as pro-social behaviour). For instance, participation in child care that is regulated (i.e., licensed) and high-quality (e.g., high in caregiver praise, with trained caregivers) is associated with fewer behavioural problems and more positive peer involvement. In a study of Canadian children, children in high-quality child care arrangements were reported to exhibit greater pro-social behaviours.

Although factors such as type of child care, hours in child care and stability of child care are relevant to the Aboriginal population, it is also important, when examining the impact of child care on the Aboriginal population, to consider culturally relevant factors which may impact healthy child development. For example, important indicators of Aboriginal child care may include aspects specific to cultural stimulation in the care environment, including the availability of culturally relevant activities. However, very little is known about the conditions and usage of child care for Aboriginal children in Canada. Moreover, because children represent a larger than average proportion of the Aboriginal population, child care is a particularly relevant issue for Aboriginal people.

Using data from the 2006 Aboriginal Children’s Survey, this study describes child care for First Nations children living off reserve, Métis children, and Inuit children in Canada, including the cultural aspects in the care environment. As a first step, a sample of First Nations children living off reserve, Métis, and Inuit children aged 2 to 5 years and not attending school who participated in child care were compared to a similar sample of children not in child care. For those children in care, aspects of child care of interest included: type of care, regulatory status, total hours in care, and number of care arrangements (i.e., stability). Next, socio-demographic characteristics such as the age and sex of the child, household income, family structure, parental education, parental work status and place of residence were examined in relation to both patterns of child care use and to child outcomes. Finally, cultural activities and Aboriginal language use in child care were investigated to determine associations with child outcomes. For the current study, the effect of child care on hyperactivity and pro-social behaviour were of particular interest as existing research suggests a relationship between child care and both of these outcomes.

Issue 23
Community Engagement
Family Literacy Tip Sheets

Source: Centre for Family Literacy, Edmonton, Alberta

Summary: A collection of suggested titles for recommended books that reflect Aboriginal culture.

Issue 21
Community Engagement
Childcare and Children’s Health: Implementing An Aboriginal perspective into any everyday early childhood environment

Source: Centre for Community Child Health at the Royal Children’s Hospital in Melbourne with support from Johnson & Johnson

Focus: Parents and caregivers

Summary: This publication promotes current expert advice on child health and wellbeing and current policies and practices for those who work with young children and their families.

Issue 19
Community Engagement
New Paths for Education

Source: First Nations Education Council

Summary: Originally known as Gathering Strength, the name of the New Paths for Education program changed in 2003. The objectives of the program remained the same as they were with Gathering Strength, which are: improvement of classroom instruction efficiency and improvement of parental involvement in the school. The communities benefit from this program to improve the quality of teaching in First Nations schools, to improve the coordination and support for education programs and services, to maintain Native languages and finally to encourage parents to get involved in the education system.

Issue 17
Community Engagement
Food Guide: Eating Well with Canada's Food Guide - First Nations, Inuit andMétis

Source: Health Canada

Summary: This site presents a national food guide which has been created to reflect the values, traditions and food choices of First Nation, Inuit and Métis people.

This new tailored food guide includes both traditional foods and store-bought foods that are generally available, affordable and accessible across Canada and provides unique images and content.

Recommendations are based on the new 2007 version of Canada's Food Guide.

This publication is also available in Inuktitut, Ojibwe, Plains Cree and Woods Cree.

Issue 15
Community Engagement
Helping your Child Succeed in School: A Guide for Parents and Families of Aboriginal Students

Source: Manitoba Education, Citizenship and Youth

Focus: Families and Parents of Elementary and Secondary Aged Students

Summary: Children learn best when their parents and families are actively involved in their education. Throughout this guide, the term “parent/s” includes biological parents, foster parents, legal guardians, and extended family members. As a parent, you are a first teacher and have a role that no one else can fill in helping your child to be a successful learner. This guide provides grade by grade suggestions that can be used at home by parents and families to promote children’s educational success.

Issue 13
December 2010

Community Engagement
Building Aboriginal Literacy: Share your Language, Share your Culture

Source: North West Territories Literacy Council, Funded by the NWT Early Childhood Development Framework for Action

Summary: Language is used to pass on culture, traditions and stories from one generation to the next. For a language to survive, it needs to pass from generation to generation. Ideally, this happens in the home where family members learn the language from birth and use it as part of their everyday lives. The first few years of a child’s life are important learning years. Parents are their children’s first and most important teachers. Everyone in the community can take part in language activities, especially Elders and others who are fluent in the languages.
The NWT has 11 official languages – nine of these are Aboriginal. This booklet will help families support language development within the family in order to maintain and revitalize these languages.

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