Quality and Educator Dispositions for Indigenous Families in the Urban Early Learning and Child Care Context: A Scoping Review

Autor/inn/en	Freeborn, Chelsea; Mardhani-Bayne, Alvina; Soetaert, Cheyanne
Titel	Quality and Educator Dispositions for Indigenous Families in the Urban Early Learning and Child Care Context: A Scoping Review
Quelle	In: International Journal of Child Care and Education Policy, 17 (2023), Artikel 6 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1976-5681
DOI	10.1186/s40723-023-00108-5
Schlagwörter	Foreign Countries; Indigenous Populations; Urban Areas; Early Childhood Education; Child Care; Educational Quality; Cultural Influences; Experience; Child Development; Interpersonal Competence; Indigenous Knowledge; Skill Development; Family School Relationship; Culturally Relevant Education; Teacher Characteristics; Teacher Attitudes; Diversity; Decolonization; Canada + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Urban area; Stadtregion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Quality of education; Bildungsqualität; Cultural influence; Kultureinfluss; Erfahrung; Kindesentwicklung; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrerverhalten; Dekolonisation; Entkolonialisierung; Kanada
Abstract	This scoping review focused on the experiences of Indigenous families and their children in accessing quality early learning and child care in a Canadian urban context. This scoping review was conducted to contribute to the field and frame a more extensive study involving focus groups and case studies. The analysis revealed a range of quality indicators that included the following: (1) families, educators, and community members must establish a definition of quality that best reflects their personal life experiences and cultural context; (2) many families express a desire for child care focused on developmental milestones, social skills, and Indigenous knowledge; (3) families value connections made between the home and the center that foster identity, encourage child and family autonomy, implement programming relevant to culture, and stimulate learning within the context of family; and (4) families desire child care that focuses on relationship building increased cultural safety. Results from the scoping review related to quality educator dispositions found the following: (1) families seek centers that are flexible, family-focused, and culturally relevant; (2) families value educators who value diversity and decolonization; and (3) some families favor a cultural match with educators from similar backgrounds. These findings point to several areas for further consideration that can improve the overall experiences of Indigenous children and families accessing quality early learning and child care in a Canadian urban setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01