Aboriginal Perspectives on Social-Emotional Competence in Early Childhood

Tremblay, Mélissa; Gokiert, Rebecca; Georgis, Rebecca; Edwards, Kathryn A.; Skrypnek, Berna J.

doi:10.18584/iipj.2013.4.4.2

Cited by 9 publications

(8 citation statements)

References 32 publications

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“…The intent of establishing professional expectations by the College is to develop the professional identity of early childhood educators. In the study conducted by Tremblay, Gokiert, Georgis, Edwards and Skrypnek (2013) on Aboriginal Perspectives on Social-Emotional Competence in Early Childhood, an identity is referred to as "knowing who you are; being confident, proud, and accepting of who you are […] and having a sense of authenticity" (p. 3).…”

Section: Professional Guidancementioning

confidence: 99%

What do Early Childhood Educators Learn from their Experience of Mentoring/Supervising Students?

Pytka¹

2023

Preprint

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<p> Supervising-mentoring early childhood education students in their field placement is considered a highly beneficial process for students. However, not much is known about how this process benefits supervisors. Therefore, supervising students is not considered an opportunity for the professional growth of supervisors. This qualitative research examined supervisor’ perceptions of their own learning while supervising students. Ten early childhood educators who supervise students contributed their views in semi structured, individual interviews. Six themes of professional growth areas were highlighted: supervisory skills, leadership skills, pedagogical knowledge and skills, reflective practice, professional resposibility, and organisational and systematic interdependence. These themes, branching out into further subthemes, also provided insights into supervisors’ thinking and its dependence on influences across all levels, from micro to exosystem. The study found that supervisors saw supervising students as a rich opportunity for their learning. It calls for reconceptulizing supervision of students as professional development, and systematically organizing it, including training for supervisors. Keywords: supervising students, mentoring, field placements, professional development, professional growth, leadership, early childhood education, </p>

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Section: Professional Guidancementioning

confidence: 99%

What do Early Childhood Educators Learn from their Experience of Mentoring/Supervising Students?

Pytka¹

2023

Preprint

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“…The colonial context continues to significantly impact Indigenous communities, individuals, cultures and languages (Archibald, 2008;Tremblay, 2013;Smith, 2012). For example, the ongoing lack of support for development and education in reserve communities influences the quality of life and educational opportunities available for Indigenous students (Loppie et al, 2014;Talaga, 2014).…”

Section: Colonialism and Racismmentioning

confidence: 99%

"Fuzzy Feet and The Skunk": Connecting Western and Indigenous Theories of Development and Learning Through Story

Yee,

Hiebert

2023

JCACS

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This article looks at how Indigenous and Western perspectives on learning and development are interwoven and come into dialogue with one another to create supportive and inclusive classrooms for Indigenous (and all) students. We use a storytelling methodology to address this focus and offer a holistic approach to our analysis. Specifically, we provide a fictional story followed by an in-depth analysis to tease out how Indigenous students continue to experience racism and colonialism in schools and what theories of learning and development may offer in addressing these challenges. This article offers insight about how both practising teachers and teacher educators can build upon the wisdom of Indigenous ways of learning and Western educational practices to re-imagine inclusive classrooms that can support Indigenous (and all) learners.

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“…It is also important to note that it is not possible for a single curriculum or framework to be inclusive of all Indigenous cultures (Bjartviet & Author, 2018;Poitras Pratt & Danyluk, 2017;Regan, 2010). Rather, the goal is to work toward a system and framework that moves away from Western European epistemology and pedagogy to that of a regionally developed model co-constructed with Indigenous communities as the foundation for all teaching and learning in the college ECE program (Battiste, 2013;Bastien, 2004;Curwen Doige, 2003;Kovach, 2009;Smith, 2012;Taylor, 2017;Tremblay, Gokiert, Georgis, Edwards, & Skrypnek;.…”

Section: Journal Of Childhood Studies Articles From Researchmentioning

confidence: 99%

Indigenous Knowledge in Early Childhood Education: Building a Nest for Reconciliation

Kinzel¹

2020

J Child. Stud.

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This article is based on my dissertation study exploring how Indigenous knowledges were experienced by non-Indigenous students in an ECE diploma program at a Canadian college. Analysis of participants’ stories through the lens of critical pedagogy helped identify experiences with Indigenous knowledges and Reconciliation. Critical reflection on these experiences identified key findings: 1) the promise of transformative learning, 2) an acceptance of the truths and realities of Canadian history, and 3) the necessity of experiencing Indigenous knowledges. Through the metaphor of building a nest, I see transformative learning, truth telling, and inclusion of Indigenous knowledges as a path toward Reconciliation of Indigenous and non-Indigenous peoples within early childhood education programs.

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Aboriginal Perspectives on Social-Emotional Competence in Early Childhood

Cited by 9 publications

References 32 publications

What do Early Childhood Educators Learn from their Experience of Mentoring/Supervising Students?

What do Early Childhood Educators Learn from their Experience of Mentoring/Supervising Students?

"Fuzzy Feet and The Skunk": Connecting Western and Indigenous Theories of Development and Learning Through Story

Indigenous Knowledge in Early Childhood Education: Building a Nest for Reconciliation

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