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The transition into formal early learning settings, such as preschool and child care, represents a significant milestone for children and families.This particular paper that I found online, explores the perspectives of 25 Indigenous parents and family members and two caregivers who share and reflect on their transition of the Indigenous children from their home to an early childhood development program in a large urban centre in western Canada. The findings suggest that the transition experiences begin well before Indigenous children and families even join a program. There are multiple factors that facilitate their participation, such as costs, transportation and location. How these parents negotiate their transition is inevitably impacted by their historical experiences with schooling and the place of culture and language in supporting their children and families. As educators, and facilitators of supportive learning programs, we must all come to an understanding that the social, cultural and historical realities that shape the transition experience for Indigenous children and families, must be done with awareness, acknowledgment, empathy and respect.
Reference:
Hare, J., & Anderson, J. (2010). Transitions to early childhood education and care for Indigenous children and families in Canada: Historical and Social Realities. Australasian Journal of Early Childhood, 35(2), 19–27.[Site]. Retrieved June 22, 2021 from https://doi-org.ezproxy.library.ubc.ca/10.1177/183693911003500204