Canadian Journal of Speech-Language Pathology and Audiology

A 'Generative Curriculum Model' for Supporting Children Care and Development Programs in First Nations Communities

 
Author(s) Jessica Ball
Alan Pence
Volume 25
Number 2
Year 2001
Page(s) 114-124
Language English
Category
Keywords generative
curriculum
early
childhood
education
Abstract First Nations in Canada are prioritizing quality early childhood care and education as a way to ensure safe, stimulating environments that will promote optimal development of their children, encourage pride and competence in traditional culture and language, and lead to a strong foundation for psychosocial and economic prosperity in their communities. Culturally relevant, accessible programs to train community members to create and operate services for children and families are urgently needed. Starting with a pilot program between the Meadow Lake Tribal Council and the University of Victoria in 1989, eight First Nations communities have now partnered in delivering an innovative, university accredited diploma program in early childhood education and youth care using a unique ‘Generative Curriculum Model.’ High rates of program completion among the students, as well as high levels of community involvement throughout the training, have been realized in each participating First Nation. These successes are now being translated into the creation of a full range of culturally relevant, community appropriate services in First Nations communities that support children’s development and the involvement of parents in effective, culturally consistent child-rearing.



Les Premières Nations au Canada accordent la priorité à des soins et à l’éducation de qualité de la petite enfance comme moyen d’assurer des milieux sécuritaires et stimulants qui favoriseront le développement optimal de leurs enfants, qui favoriseront la fierté et l’apprentissage de leur culture et de leur langue traditionnelles, et qui leur permettront d’établir une base solide pour atteindre la prospérité psychologique et économique dans leur collectivité. Il est urgent d’instaurer des programmes accessibles et pertinents sur le plan culturel visant à former des membres de la collectivité à mettre en place et à diriger des services pour les enfants et les familles. À partir d’un programme pilote entre le conseil tribal de Meadow Lake et l’Université de Victoria en 1989, huit collectivités des Premières Nations ont formé un partenariat pour offrir un programme novateur menant à un diplôme universitaire en éducation de la petite enfance et en soins des jeunes. Ce programme se fonde sur un modèle génératif unique. Dans chaque collectivité des Premières Nations qui prend part à ce programme, on connaît un taux élevé d’étudiants qui terminent le programme et on note que la collectivité participe tout au long de la formation. Ces réussites se traduisent maintenant par la création d’une gamme complète de services dans les collectivités des Premières Nations qui sont adaptés sur le plan culturel et communautaire, qui favorisent le développement des enfants et qui incitent les parents à éduquer leurs enfants de manière efficace et respectueuse de leur culture.
Record ID 37
Link http://cjslpa.ca/files/2001_JSLPA_Vol_25/No_02_41-124/Ball_Pence_JSLPA_2001.pdf
 
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