Intergenerational Indigenous Perspectives on Social-Emotional Development in Early Childhood

• In Event: Roundtable Session 45
  In Roundtable Session: Meeting the Needs of Diverse Learners

Abstract

The social-emotional (SE) development of children promoted in early childhood programs and measurement tools reflects Euro-western standards. For Indigenous children who may be marginalized by language and cultural differences and navigating multiple contexts, there is a need to understand the competencies that promote healthy developmental outcomes (Royal Commission on Aboriginal Peoples, 1996). Inter-generational focus groups are being conducted with parents, youth, adults, and service providers through a partnership between a university and a not-for-profit agency. The purpose is to identify SE competencies that mitigate the healthy development of children navigating multiple cultures. We will share the voices of our participants and approaches to early childhood screening, assessment and follow-up for consideration when working with Indigenous children and families.

Authors

• Melissa Daniels, University of Alberta

• Rebecca Jayne Gokiert, University of Alberta

• Rebecca Georgis, University of Alberta

• Clara Lee, University of Alberta