scholarly journals Colonialism in Early Education, Care, and Intervention: A Knowledge Synthesis

2019 ◽  
pp. 21-35
Author(s):  
Kathryn Underwood ◽  
Nicole Ineese-Nash ◽  
Arlene Haché
Keyword(s):  
Early Childhood ◽  
Service System ◽  
Knowledge Synthesis ◽  
Childhood Disability ◽  
Community Partners ◽  
Support Intervention ◽  
Childhood Education ◽  
Care Family ◽  
Institutional Contexts ◽  
Inclusive Early Childhood

This knowledge synthesis aims to understand Indigenous experiences of early childhood education, care, family support, intervention, health, and Indigenous services in the context of childhood disability. Each of these institutional contexts has its own underlying professional discourses and worldviews. Knowledge from three sources have been synthesized: (1) interviews with Indigenous families about their experiences of having disabled children, conducted through the Inclusive Early Childhood Service System (IECSS) Project; (2) analysis of the IECSS interviews by the Districtof Temiskaming Elders Council and Indigenous community partners; and (3) the existing body of literature on disability and Indigenous children.This project was conducted in partnership with a mixed team of Indigenous and settler researchers.

Pandemic Effects: Ableism, Exclusion, and Procedural Bias

2021 ◽  
pp. 16-29
Author(s):  
Kathryn Underwood ◽  
Tricia Van Rhijn ◽  
Alice-Simone Balter ◽  
Laura Feltham ◽  
Patty Douglas ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Urban Communities ◽  
Childhood Disability ◽  
Childhood Education ◽  
Rural And Urban ◽  
The Social ◽  
Education And Care ◽  
Institutional Organization ◽  
Inclusive Early Childhood

The COVID-19 pandemic has changed social organizations and altered children’s worlds. As part of an ongoing longitudinal study of the institutional organization of disabled children’s lives, since March 2020 we have conducted interviews with families in rural and urban communities across Canada (65 families at the time of writing). The narrow focus of governments on the economy, childcare, and schooling does not reflect the scope of experiences of families and disabled children. We describe emerging findings about what the effects of the pandemic closures demonstrate about the social valuing of childhood, disability, and diverse family lives in early childhood education and care. Our research makes the case that ableism, exclusion, and procedural bias are the products of cumulative experiences across institutional sites and that it is critical we understand disabled childhoods more broadly if we are to return to more inclusive early childhood education and care.

scholarly journals Exemplary leadership practices in early childhood education in preparing the golden generations for Indonesia

2021 ◽  
Vol 1 (4) ◽  
pp. 253-268
Author(s):  
Usnul Umi Miftahurrohmah ◽  
◽  
Hasan Hariri ◽  
Riswanti Rini ◽  
Rohmatillah Rohmatillah ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Leadership Style ◽  
Leadership Practices ◽  
Empirical Studies ◽  
Government School ◽  
Childhood Education ◽  
Exemplary Leadership ◽  
Five Practices ◽  
Inclusive Early Childhood

Abstract Purpose: This study aimed to investigate the ideal quality of inclusive early childhood education, an effective leadership style and five practices of exemplary leadership. Research methodology: This is a review article. The review process began with a search engine (Google Scholar) to search and review early childhood education and leadership articles. Results: The results suggest that it is important to hold quality inclusive early childhood educations since, in this level of education, six developmental areas are well stimulated. The key success of maintaining quality inclusive early childhood education is a collaboration among education parties (government, school, parents and community). A school needs a principal who can perform five exemplary leadership practices to help “Golden Indonesia 2045” become true. Limitations: First, the scope of articles reviewed is still very limited to the literature review in the Indonesian context. This and other limitations will be opportunities for further empirical studies about five practices of exemplary leadership in the Indonesian education area. Contribution: This study can be useful for the early childhood education level.

scholarly journals Maawandoonan: early childhood disability support services in Constance Lake First Nation

2021 ◽  
Author(s):  
Nicole Ineese-Nash
Keyword(s):  
Early Childhood ◽  
Support Services ◽  
Service System ◽  
First Nation ◽  
Childhood Disability ◽  
Northern Ontario ◽  
Disability Support Services ◽  
Disability Theory ◽  
Disability Support ◽  
The Impact

This paper details an institutional ethnography conducted in Constance Lake First Nation, a rural Oji-Cree community in northern Ontario, Canada. The study is a part of a larger project called the Inclusive Early Childhood Service System Project, which is partnered with several municipalities and service organizations in four communities across Ontario. The current project examined six family narratives of accessing disability support services for young children. The project seeks to understand how the service system functions from the perspective of families, and the impact of institutional interactions on families within the service system. Employing critical disability theory and Indigenous perspectives of child development, the study seeks to develop a culturally-based conceptualization of disability support for Indigenous children with disabilities or gifts.

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