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This article examines the intents and rationales of Aboriginal early childhood programs and services in Canada. Specifically, it explores the political and policy contexts in which they were developed, the historic and colonial narratives to which they responded, and the economic and community needs to which they were addressed. The article spans several decades of program development and ends with a discussion of the most recent Canadian initiatives (and subsequent tensions) focused on an integrated or single-window Early Learning Child Care initiative. In conclusions and recommendations, the article reviews and advocates ideologies that are shifting to a broader recognition of Indigenous ways of knowing and being as integral to any programs or services in Canada for Aboriginal children and families that seek to enhance their health and well-being.
Introduction
I use the term Aboriginal here to encompass First Nations, Inuit, Metis, and non-Status Indian peoples. First Nations refers to communities and/or individuals who reside on a reserve.
Formalized early childhood programs and services are relatively new in Aboriginal communities. In the past decade, Aboriginal peoples have witnessed the development of programs and services intended to address their children's needs. These intents and rationales for the most part mirror those of the broader Canadian society. Needs related to employment and education were the primary rationale used for the initial establishment of early childhood programs and services for Aboriginal peoples. Related arguments about equity of service access for Aboriginal communities (as compared with that enjoyed by the broader Canadian society) were used as rationales for the development of programs and services. More recently, these arguments have begun to shift in attention, focusing now on children's health and well-being, particularly in the area of brain development in young children (Hertzman, 2004; Keating & Hertzman, 1999; Shonoff & Phillips, 2000). Similarly, discussions focused on children's identity, embedded in contexts of Indigenous knowledges, are beginning to gain recognition and importance. These rationales have resulted both in the refocusing and transformation of many existing programs and the establishment of additional programs and services as they strive to achieve and maintain positive health and well-being in young children.
We are once again on the verge of change, particularly as the knowledges of Aboriginal communities and individuals come to the fore....