Exemplary Practices 2008

Fostering and Nurturing Aboriginal Culture

Cross Lake is the name of two closely related, adjoining but independent communities in Manitoba. One of the Cross Lakes is the Cross Lake Indian Reserve while the other is on nearby provincial Crown land. The communities are located about 520 kilometres by air north of Winnipeg, and 120 kilometres by air south of Thompson. Vivian Scott is the Director of the Cross Lake Early Childhood Education Centre. Vivian Scott believes, "all children are unique individuals and that we need to respect each child. We provide a safe, caring and friendly environment for all children. We allow each child to grow at their pace when they are ready to take the next step in the program. We realize the importance of teaching our culture and language to the children."

The characteristics of the Aboriginal Head Start (AHS) programs are:

• Community-based;
• Programming in the six program component areas:
  • Culture and Language
  • Education and School Readiness
  • Health Promotion
  • Nutrition
  • Social Support
  • Parental and Family Involvement

The culture and language component provides children with a positive sense of themselves as Aboriginal children and building on their knowledge of their Aboriginal languages and experience of culture in their communities.

The program also focuses on school readiness by delivering a well-rounded approach that supports and encourages each Aboriginal child to enjoy life-long learning by encouraging each child to take initiative in learning and providing them with enjoyable opportunities to learn.

Social support ensures that the families are made aware of resources and community services available to impact their quality of life. Health promotion supports the empowerment of parents, guardians, caregivers and those involved with AHS to increase control over and improve their overall health and well-being.

The nutrition component ensures that children are provided with nutritious hot meals and snacks that will help meet their nutritional needs. It also serves to educate staff and parents about the relationship of nutrition to children's ability to learn, physical development and mental development.

Parents are actively involved in the planning, development and implementation of the program. The programming is unique within each community in the manner in which they help parents improve parenting skills, support family relationships and contribute to each child's healthy development. The parental involvement component supports the parents and family role as their child's primary teacher. The parents/family involvement may occur through various activities and contributions in the program. Parental involvement provides an opportunity to empower parents to share their talents and further develop as role models for their child and in their community.

Vivian sums up the importance of her program and those similar as follows: "We have the opportunity to be the first teachers in the life of the young ones and we know how important a job it is to fill. All people need to realize that allowing each child the opportunity to enter the early childhood programs means they will have a great start to their life." Childcare in the Far North

It isn't every childcare centre that teaches young children how to snare a rabbit. Not only how to snare the rabbit, but skin it, cook it and eat it in a communal meal shared with the Elders of the community.

But when a childcare centre is nestled in the far north, in Tulita, Northwest Territories as is the Sister Celeste Child Development Centre administered by Sister Celeste Goulet, this is an important part of the experience children are given. Tulita, meaning "where the rivers-waters meet", is a hamlet in the Sahtu Region of the Northwest Territories. It is located at the junction of the Great Bear River and the Mackenzie River. Even though the world is rapidly transforming around them and this is as true in the far north as it is anywhere, "We help each child adapt to a changing world while keeping their identity," says Sister Celeste. "We teach children how to learn rather than what to learn and encourage a democratic process that includes all members of the community. Each child has a voice and as part of the community, we help them respect the differences of others."

Sister Celeste, who is not Aboriginal, has lived and worked in Tulita for the past 29 years. She has become part of the rich fabric of the community. One outcome of her time in Tulita has been the creation of 15 picture books about the legends, stories and the Elders traditional way of life in the community. The books are being used in the region's preschool and elementary school cultural language classes that focus on the indigenous Slavey language. The books fit with her philosophy of teaching children to "love themselves" and in doing so, will begin to love learning. "I try to let each child take the lead in learning development. Although we guide, our teachers try to let the children discover."