Affiliation:
1. Laurentian University, Canada
Abstract
This chapter explores the principles necessary to implement an Indigenous early childhood pedagogy and the importance of the land, language, culture, and identity in learning for Indigenous children. This approach sees children in relation; sees them holistically, including the physical, emotional, mental, and spiritual; helps nurture the gift each child has for the community; focuses on the language, traditional teaching, ceremony, and storytelling; and finally decolonizes the curricula and the classroom. To effectively teach indigenous culture we need to teach the language and to teach the language we need to be on the land.
Reference31 articles.
1. Ball, J. (2007). Aboriginal young children’s language and literacy development: research evaluating progress, promising practices, and needs. Canadian Language and Literacy Networked Centre of Excellence. http://www.ecdip.org/docs /pdf/CLLRNet%20Feb%202008.pdf
2. The Community within the Child: Integration of Indigenous Knowledge into First Nations Childcare Process and Practice
3. BattisteM. (2013). Decolonizing education: Nourishing the learning spirit. Purich Publishing.
4. The Culture of Education
5. CardinalH. (1999). The unjust society. Douglas & McIntyre.