A recent scoping review of the experiences of Indigenous families and their children in accessing quality early learning and Childcare in a Canadian urban context revealed a range of quality indicators.

The scoping review, conducted by Chelsea Freeborn (University of Alberta/UBC), Alvina Mardhani-Bayne (MacEwan University), and Cheyanne Soetaert (MacEwan University), was conducted to contribute to the field and frame a more extensive study involving focus groups and case studies.

The review comments that “many young children today spend a significant portion of their early years in some form of non-parental care…In 2008, UNICEF marked this transition to child care as a critical policy issue, declaring that this reliance on child care presents either an advance or a setback for the wellbeing of children and families, for today and the future, that depends on the wisdom of a collective response.” It goes on to note, “Indigenous-focused early learning and child care programs have the potential to uphold long standing calls by Indigenous families and communities to assert government-obligated rights for quality care. Affordable and accessible quality early learning and child care can provide Indigenous families and children with additional support while parents choose to advance their education, obtain new employment, or maintain their current employment.”

In 2018, the Indigenous Early Learning and Child Care Framework was released by the Government of Canada to ensure Indigenous children receive the opportunity to experience quality early learning support. One of the nine principles of the Framework, quality programs and services, “distinguishes early learning and child care as ‘grounded in Indigenous cultures and delivered through a holistic approach that supports the wellness of children and families in safe, nurturing and well-resourced programs and environments’”, also emphasizing the need for “culturally competent” educators working in healthy and supportive environments. The review notes that the Framework “remains aspirational for many early learning and child care settings”.

This initial scoping review is intended to be a first step by MacEwan University (Edmonton, Alberta) in collaboration with a local non-profit, the Edmonton Council Council for Early Learning and Care (ECELC) to conduct a multi-step research project.

The review investigated literature and studies on the following:

·      Indicators of Quality (RQA):

o   Defining quality

o   Curriculum/programming

o   Cultural connections

o   Family engagement

o   External perspectives

·      Barriers to quality

·      Educator dispositions

o   Practice of relationships

o   Cultural humility

o   Critical pedagogy

o   Honouring Indigenous families’ funds of knowledge

o   Cultural match

o   Preservice education

The range of quality indicators found by the review include:

·      Families, educators, and community members must establish a definition of quality that best reflects their personal life experiences and cultural context.

·      Many families express a desire for child care focused on developmental milestones, social skills, and Indigenous knowledge.

·      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.

·      Families desire child care that focuses on relationship building increased cultural safety.

Results related to quality educator dispositions found the following:

·      Families seek centers that are flexible, family-focused, and culturally relevant.

·      Families value educators who value diversity and decolonization.

·      Some families favour a cultural match with educators from similar backgrounds.