Activity 1.4 | Considering your own understanding of children, families and educators

Site:	RRU Open Educational Resources
Course:	Connecting Deeply for an Inclusive ECE Environment
Book:	Activity 1.4 \| Considering your own understanding of children, families and educators

Printed by:	Guest user
Date:	Tuesday, 13 May 2025, 6:15 PM

Images of Children
Early Learning Framework and the Indigenous Early Learning Framework

Images of Children

When we write our vision of an inclusive leader we must consider several aspects. We all have images of children in our minds which influences how we think about and interact with children. As a leader you will be guided by your ideas of children and of parenting. You are also influenced by your own experiences and interactions.

The Indigenous Early Learning Framework is a guide of developed principles and goals that were co-developed by Indigenous governance groups and the Government of Canada. Its goal is to reflect the many cultures and Indigenous groups across Canada that look at 9 guiding principles that recognizes the need for cultural-relevance in ELCC programs.

The Early Learning Framework looks at education in ELC with many possibilities where children are the centre of their own learning. This engaging document looks at the collaborative process between children, families and educators through stories. This newly revised document explores curriculum and competencies through a lens of strength-based practice while intertwining the early years scope of practice. The framework sees Inclusive spaces and children in relationship to one another.

References

British Columbia Ministry of Education. (2019). British Columbia early learning framework. Ministry of Education, Ministry of Health, Ministry of Children and Family Development, & Early Advisory Group. https://www2.gov.bc.ca/gov/content/education-training/early-learning/teach/early-learning-framework

Government of Canada. (2018). Indigenous Early Learning and Child Care Framework. Employment and Social Development Canada. https://www.canada.ca/content/dam/canada/employment-social-development/programs/indigenous-early-learning/1352-IELCC_Report-EN.pdf

Reflecting on Images of Children

After exploring the Early Learning Framework and Indigenous Principles of Learning, consider:

What image of the child they have?
How does this influence your viewpoint of inclusion?

Take some time to read "Independence or Interdependence" reprinted with permission from the Child Care Information Exchange and shared by Janet Gonzalez-Mena (n.d.), then connect to the following questions as you write in your journal:

How might independence and interdependence be intertwined?
When we help a child with their coat, we have an opportunity for one on one time with them. How might that help our relationship with that child?

Gonzalez-Mena (1997) believes that the difference between families' and educators' perspectives on whether children need help can be cultural and how each adult sees children’s need to be dependent or independent of others. It is important to be aware of how families view dependence and independence for themselves and their children.

What is your program's policy on self-help skills, and why did your program decide on your policy? How might you revisit and alter your program’s policies? How might educators respond to a family that supports their child differently from their own?

Reference

Gonzalez-Mena, J. (1997). Understanding the parent’s perspective: Independence or interdependence. Child Care Information Exchange, 9(97), 61–63. https://docs.google.com/document/d/1342gJsi15WFyEsym1i-eKAf5Bll00zE6G5Yophor7lo/edit?tab=t.0

Images of Families

We also have an image of families.

Remember when you were young and maybe went for a sleepover or to have dinner with another family? Were things the family did that surprised you? There are many types of families with different dreams for their children and different ways of operating in the world. We must stay open to learning about different ways of being a family unit.

Gonzalez-Mena, in her 1997 article on Independence or Interdependence, suggests that the difference between families’ and educators' perspectives on whether children need help can be cultural and how each adult sees children’s need to be dependent or interdependent on others. It is important to be aware of how families view dependence and independence for themselves and their children. In some cultures helping children is viewed as important so that children realize that family is there to help and support them. In some cultures, it is not unusual for a family to continue to feed a young child long after the child can feed themselves as a demonstration of their love and care. Some cultures focus on making children aware of how much we depend on each other while other cultures may pay attention to how children can do things for themselves. Being independent while understanding we need each other is important but which aspect do we emphasize?

In your program how do you view self-help skills? What is your program's belief in self-help skills and why did your program decide to promote these particular skills? How might you revisit and alter your program’s philosophy to be more inclusive? How might educators respond to a family that supports their child differently from their own? How might our assumptions inadvertently exclude some children and their families?

Reflect in your journal:

How can you welcome families without making assumptions?
What types of families might you have difficulty welcoming….how will you deal with this?

Scenario

Lunchtime scenario

Have you had a family member drop in at lunchtime?

It is time for the family to go home after the parents finish their studies. The parent feels safe and welcomed into the centre and assists their child by feeding them some of their lunch. The parent comes from a perspective that is very different from an educator’s point of view.

When a parent comes into a centre wanting to support their child to eat at lunchtime, they build on the relationship between themselves and their child. This role of helping others has greater emphasis in many cultures than building on their own independence. Mealtimes are good opportunities to socialize and build relationships (Gonzalez-Mena, 1997).

What do you do or say to this parent?
What is the child’s response?
Based on past situations, Are you deciding how to support the family in this situation?
What is your program’s policy on parents feeding their children at the centre?

Image of a team or a leader

How do you imagine working with your team to create an inclusive environment? This is a big question in this course.

Using your imagination, think of what type of leadership and/or teamwork it takes to be open to children, family and each other.

Jot your ideas in your journal.

How might you articulate your ideas to your team?

Share a conversation with one other educator about the following questions:

How can you welcome families without making assumptions about the culture they may come from?
What types of families might you have difficulty welcoming….how will you deal with this?
Are you able to see children as capable and see their gifts?
What skills does a leader of an inclusive program need to develop?

Early Learning Framework and the Indigenous Early Learning Framework

The Indigenous Early Learning Framework (p.6) is a guide of developed principles and goals co-developed by Indigenous governance groups and the Government of Canada. They offer nine guiding principles that recognize the need to include an Indigenous perspective in ELCC programs.

We are encouraged to see all children as gifts.

“Indigenous knowledge, Languages and Cultures - Thinking about culture, language & knowledge”.
“First Nations, Inuit and Metis Determination - Distinct people with rights and delivery of their own ELC systems”
“Quality Program and Services - Wellness is led by the people in the culture”.
“Child and Family Centred - Family programs and supportive services”
“Inclusive- Wide range of support that covers all diverse community members”.
“Flexible and Adaptable - Respond and are flexible to all children’s needs.
“Accessible - All are able to access services and programs”.
“Transparent and Accountable - Funding is accountable and ethical”
“Respect, Collaboration and Partnerships- Leading the way through partnerships to fulfil all needs.”

The Early Learning Framework looks at education where children are the centre of their own learning. This engaging document looks at the collaborative process between children, families and educators through stories. This newly revised document explores curriculum and competencies through a lens of strength-based practice. The framework encourages educators to see children as having strengths as opposed to deficits.

Read or skim the Early Learning Framework (ELF)and Indigenous Principles of Learning (p. 6 -7).

Consider:

What image of the child do they have?
How does this influence your viewpoint of inclusion?