Quality Indicators and Dispositions in the Early Learning and Child Care Sector: Learning from Indigenous Families
In the spring 2020, MacEwan University and the Edmonton Council for Early Learning and Care (ECELC) collaborated on a research project that focused on the experiences of Indigenous families and their children in childcare. The research brings attention to a range of quality indicators and educator dispositions valued by these participants. The researchers conducted a literature review – an analysis of research on childcare in Canada, the United States, Australia and New Zealand – to frame the study and offer preliminary findings. The scoping review found the following results.
Indicators of Quality
Defining Quality
The findings suggested that families, educators, and community members must establish a definition of quality that best reflects their personal life experiences and cultural context.
Curriculum/Programming
Results show that only a few families prefer an Indigenous-focused childcare setting. Instead, many express a desire for childcare focused on developmental milestones, social skills, and Indigenous knowledge. Additionally, studies found that families value the connection between home and centre (such as the involvement of parents, Elders, and communities).
Reflection of Cultures
Families value centers that foster identity, encourage child and family autonomy, implement programming relevant to culture, and stimulate learning within the context of family.
Family Engagement
Families desire childcare that focuses on relationship building to strengthen connections. While the exact definition of ‘family engagement’ varies, most sought environments that mitigate power imbalances, value parental voice, and strive for increased cultural safety for families.
External Perspectives
Some studies incorporated stakeholder perspectives that did not including family voice; many of these studies placed emphasis on a strength-based approach and a practice of relationships to foster cultural safety.
Barriers to Quality
Indigenous families valued childcare that also focuses on reducing barriers. Articles also highlighted issues such as program funding, collaboration across sectors, access to resources, mitigation of complex issues, and addressing distrust families hold for centre-based care.
Educator Dispositions
Relationship Building
Families described the significance of relationship building through programming that is flexible, family-focused, and culturally relevant. Additionally, families prefer educators who practice cultural humility that in turn fosters the development of cultural and historical knowledge.Critical Pedagogy
Some families favour a cultural match with educators (Indigenous background) as it may increase communication and inclusion. Some families also value preservice education that focuses on social justice and diversity.
Based on the varying context and geolocation of the research described above, it is recommended that:
Educators, through relationship building, seek Indigenous knowledge and understanding directly from families/communities rather than secondary sources.
Childcare centres address power imbalances by offering opportunities for families to share their beliefs and values, as well as engage in meaningful ways.
More research be conducted in the Edmonton region with Indigenous families to foster understanding, increase knowledge, and better support children in a manner that meets Indigenous families' needs.
