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PME 811 (Post 8) Indigenous Early Learning

Census statistics accentuate the need for Indigenous early learning, culture and language retention due to the growing Indigenous population within Canada.

For example, in Saskatchewan and Manitoba, Indigenous "peoples constitute the fastest growing segment of the school age populations; therefore, it is not surprising that in these Prairie Provinces one in eight students under the age of four is Aboriginal"(Preston et al., 2012, p.9).

Thus, if the "growth rate of the Aboriginal populations remains in line with census statistics, within 25 years, half of Saskatchewan’s population will be Aboriginal"(Preston et al., 2012, p.9).

In addition, Indigenous populations represent the "largest clientele in need of early childhood services" and because of the issues of "inequality and disadvantage" Indigenous people have for a long time "overrepresented a need for such services" (Preston et al., 2012, p.10). With the growing population of Indigenous people it makes sense that early childhood educators and teachers focus on integrating Indigenous culture and language within the classroom. It is imperative for the success of the people and for the future of Canada.

Here are some key points for why Indigenous Early Learning (up to the age of 9-years-old) is important to retaining Indigenous language and culture, particularly in the classroom:

  • 1: “Quality early childhood education has a positive, longitudinal impact on a child’s academic and social prospects” (Preston et al., 2012, p.5) ;

  • 2: Children within a stimulating environment are more likely “to develop an extensive range of personal, social and intellectual traits” such as self-confidence, mental health, ability to solve conflict in non-violent ways, ability to control aggression and develop/sustain friendships (Preston et al., 2012, p.5) ;

  • 3: Children are more likely to graduate from high-school and develop successful parenting skills (Preston et al., 2012, p.5) ;

  • 4: People that have been immersed with early childhood education have a decreased involvement with criminal activities, higher incomes and longer adult marriages (Preston et al., 2012, p.5) ;

  • 5: Preventing Indigenous youth and adult unemployment, poverty, high rates of teen pregnancy, high rates of suicide and poor health conditions (Preston et al., 2012, p.6);

  • 6: Educational activities are most effective when focused on pertinent life tasks and exemplified by: traditional arts and crafts, songs and dances, contours of the land, legends and oral history (Preston et al., 2012, p.8);

  • 7: Children need an experiential learning environment where children watch and imitate adults engaging in meaningful activities (Preston et al., 2012, p.8);

  • 8: ECE programs that are built upon “local Aboriginal cultures, languages and knowledge, “foster the unique identities of Aboriginal peoples” (Preston et al., 2012, p.9).

Reference:

Preston, Jane P., Cottrell, Michael, Pelletier, Terrance R., and Pearce, Joseph V. (2012). Aboriginal early childhood education in Canada: Issues of Context. Journal of Early Childhood Education Research, 10(3), 3-18.


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