Contextual factors that support developmental transitions [electronic resource] : an international perspective with examples from Aboriginal/First Nations programs

This study examined the role of contextual factors in providing quality early care and education services, focusing on program models from Aboriginal/First Nation settings in four countries. Methods included a search of published literature from mainstream and Aboriginal sources, an electronic search of unique Royal Commission on Aboriginal Peoples sources, intervenor briefs, public testimony, and personal interviews. The findings indicated that mainstream literature, dominated by U.S. work, focuses on the effects of child care, quality, and context. Aboriginal literature, international in scope, focuses on cultural and linguistic issues, community development, Aboriginal child care needs, and strategies. Systems and models for delivering early childhood services for Aboriginal children in four countries are described. Kenya's system prompts communities to define their needs and create programs to meet those needs, and serves an indigenous and varied population. New Zealand's system has been successful in providing quality services for Maori children but has not been able to provide a context for effective transitions. In the United States, the Child Care Bureau provides support for tribal child day care, and the American Indian Programs Branch of the Head Start Bureau supports comprehensive child development programs for Alaska Natives and American Indians. Federal government initiatives in Canada have resulted in an increase in early childhood programs for Aboriginal children. Based on the study, it was concluded that examples from Kenya and New Zealand highlight the importance of focusing discussion on planning and policies before programs are launched to ensure that contextual factors, including a supportive infrastructure and community and family supports, are in place.