The Qeq College Transition Project for Aboriginal Children and … · 2020. 10. 5. · 2 The Qeq...

1The Qeq Program: Supporting Innovation through Culturally Appropriate Research Practice

The Qeq College Transition Project for Aboriginal Children and Families:

Supporting Innovation through Culturally Appropriate Research Practice

A Report to the Urban Aboriginal Knowledge Network, 2016–2017

Jointly Funded by Urban Aboriginal Knowledge Network and Vancouver Island University Research Awards Committee

2 The Qeq Program: Supporting Innovation through Culturally Appropriate Research Practice

Authors:

Danielle Alphonse (lead author), Linda McDonell, and Florence James

Vancouver Island University, July 2017

Acknowledgements

The Qeq College partners (Tillicum Lelum Aboriginal Friendship Centre, School District 68, and the BC Regional Innovation Chair for

Aboriginal Early Childhood Development research team at Vancouver Island University) would like to acknowledge the many families, Elders,

community members, early childhood educators, kindergarten teachers, and support workers that contributed to the Qeq College Transition

Project and to the research undertaken for this important project.

Huy ch’ qa

Jointly funded by Urban Aboriginal Knowledge Network

and Vancouver Island University Research Awards Committee


ContentsINTRODUCTION .........................................................................................................................................................................................4

Coast Salish Traditional Ways .......................................................................................................................................................................4

Project Background ..............................................................................................................................................................................................5

RESEARCH METHODOLOGY ...............................................................................................................................................6

RESULTS and DISCUSSION .........................................................................................................................................................7

The Voices of Families ........................................................................................................................................................................................8

The Voices of the Elders .................................................................................................................................................................................. 10

The Voices of the Professionals ................................................................................................................................................................ 13

RECOMMENDATIONS.................................................................................................................................................................. 23

Recommendations Related to Elders, Culture, and Language ....................................................................................... 23

Recommendations Related to Increasing Bonds and Trust ............................................................................................... 24

Recommendations Related to Increasing Understandings ................................................................................................ 24

Recommendations Related to Program (Curriculum and Structure) ........................................................................ 25

Recommendations Related to Changing Attitudes ................................................................................................................... 26

GENERATING CULTURALLY RESPONSIVE RESEARCH AND CHILD DEVELOPMENT ASSESSMENT ............................................................................................ 27

Assessment for Learning Feedback ..................................................................................................................................................... 27

Assessment for Learning: Child Development ............................................................................................................................ 29

Research Related to Child Assessment Portfolios .................................................................................................................... 32

CONCLUDING COMMENTS ............................................................................................................................................... 34

REFERENCES ................................................................................................................................................................................................ 35

APPENDICES ................................................................................................................................................................................................. 36

Appendix A: Assessment for Learning: Child Assessment Portfolio .......................................................................... 36

Appendix B: Early Childhood Development Assessment:

Issues & Insights in a Cultural Context .................................................................................................................41

Appendix C: Qeq Program Statistics, 2014–2016 ........................................................................................................................ 43


INTRODUCTIONCoast Salish Traditional WaysBy Florence James

Hwulmuhwqun nilh syuwen. Ni ch tse’ qaal-t tu stlitlqulh stli’s. Tu xews ta’tuluts sht’estewut, luts’utum. Tu shte’ tst nilh tu suli ni hwqaal-tum. Hwulmuhwqun,syuwen lut’sut tun suli’. Shte’stewut, ni alhutum, ‘uyeetum, Siemstum tu qeq, stli’tl’qulh.

‘Uwwustum kwus timut Hwulmuhwqun. ‘Uyet, nuw’uylh-t tu ‘uluhwiin tuw nun’ulh hwqilus kws ta’tuluts sqwaqwuls. Hwulmuhwqun ni st’uyam ni ti thethiuns ‘uns hwuyt tun’i ‘u tu suli’s.

Language is culture. In order for children to learn their language, you must fulfill the child’s needs by also teaching the culture. The modern mainstream society practice is to fill a child with education. Whereas, the First Nation way—our spiritual practice—is that you must fulfill the child’s spirit to help build their inner strength and to develop integrity and respect. Language and culture fill the baby’s and child’s little spirits. This happens when they are loved and nurtured. Knowing is shta’tulstuhw and thoughts and feeling is shqwaluwun. Shqaaluwun means to drink in the cultural ways. We do not force language; we give gentle teachings for the little ones who have innate knowing and ability to learn.

The language is placed in your body through your ancestors, and is in your DNA; the blood just needs to be stirred or awakened, as it is dormant.


S ince 1983, Tillicum Lelum Aboriginal Friendship Centre (TLAFC) and Vancouver Island University (VIU) have been committed

in partnership on Snuneymuxw Territory. In 2011 Vancouver Island University’s BC Regional Innovation Chair for Aboriginal Early Childhood Development (VIU’s Chair for AECD), began working in partnership with TLAFC and School District 68 (SD 68) to enhance education programs to strengthen their cultural relevance to young Aboriginal children and families. Together they developed the Qeq College Transition Project for Aboriginal Families (Qeq program).

Early childhood education is well known as a foundational step to early learning. As Irwin, Siddiqi, and Hertzman (2007) write, “the early child period is considered to be the most important developmental phase throughout an individual’s lifespan” (p. 15). From the beginning of the Qeq project, TLFAC has acknowledged the need to assess and develop research methods in early childhood development. Specifically, TLAFC wished to work with their partners to create quality experiences for Aboriginal children to assist their transition from early childhood settings to kindergarten. To do this, they needed to enhance program evaluation and child assessment methodologies. TLAFC believed improved research methods would help them to create more inclusive and culturally responsive programs for Aboriginal children and families.

The Qeq College Transition Year Project emerged after a team of TLAFC administrators, managers, and researchers visited the Harlem Children’s Zone, a leading-edge program in New York City, in 2012. The team met with the administrators of the Harlem Children’s Zone program to learn about their program’s successes and challenges. This community-based program in New York helped to confirm that a community hub model1 would best support services and resources for families in Snuneymuxw Territory.

TLAFC wanted to provide a transition program for Aboriginal preschoolers and their families as they move from early childhood settings (including home) to kindergarten. TLAFC’s long-term goal is to provide a community hub support system to better ensure consistency and continuity of service to Aboriginal families and to strengthen relationships between community programs and the school district to help families learn to advocate and engage in their child’s learning at school.

TLAFC formed an advisory community to develop a culturally relevant curriculum for the Qeq program. The advisory committee included the VIU Chair for AECD; representatives from Aboriginal education with SD 68, Child Development Centre (Nanaimo); Boys and Girls Club (Nanaimo); Vancouver Island Health Authority; and several dedicated wisdom keepers (early childhood educators, kindergarten teachers, and community members.) The development process continued from 2011 through to spring 2014, and the first Qeq College program was delivered in the summer of 2014 with funding from TLAFC, SD 68, and the Coast Salish Employment and Training Agency.

The Urban Aboriginal Knowledge Network (UAKN) has supported the research for the last three years in significant ways: funding a literature review in 2014; partially funding (along with Vancouver Island University Research Awards Committee funds) the 2015–16 participatory-action research inquiry to understand how to strengthen cultural relevance and sensitivity; and funding the development of Aboriginal child development assessment tools and processes. The action research project for 2016-2017 aimed to collaborate with key project partners to conduct surveys and focus groups with Qeq program participants, and to use the findings to assist in the development of child assessment tools and strengthening approaches in Qeq College program development. Undertaking this third year of research

1 The hub model is described by Jessica Ball (2005), Early Childhood Care and Development as Hook and Hub for Inter-Sectoral Service Delivery in First Nations Communities, Journal of Aboriginal Health 2(1). Beaton & McDonell (2013) suggested implementing a TLAFC hub model could “streamline and expedite relationship building and information sharing between and across children and families, early childhood programs, kindergarten and primary programs, the school district, and other professional and support services” (p. 19).

Project Background


RESEARCH METHODOLOGY

T hroughout the project, the partners have used research approaches that blended qualitative and quantitative techniques and community-

based, participatory-action research methods. These qualitative approaches lend themselves more appropriately to the cultural values and protocols of the Aboriginal people and communities participating in the research.

The VIU Chair for AECD intentionally used a strengths-based, holistic approach that emphasized face-to-face interviews and small group talking circles. These research methods provided opportunities to build relationships with the families, Elders, and Aboriginal professionals and were a better approach for Indigenous communities. Meetings with the partners and ongoing discussions with the Elders benefited the community development aspect

of the research process and helped researchers develop culturally appropriate survey tools and focus group sessions. The researchers used the qualitative approach, assessment for learning, throughout the Qeq College curriculum development, and it has been the primary means of evaluation and child development assessment in the program. (See Appendix A for more information about Assessment for Learning.) This approach involved talking circles (focus group sessions) and face-to-face interviews. The primary quantitative strategy used was likert scales in the survey tools developed specifically for the various stakeholders including families and professionals (teachers, early childhood educators, and administrators). Participants either answered the surveys independently or in a researcher-facilitated interview (depending on the wishes of participants).

was integral to ensuring all tools and processes used in the future would more aptly reflect Indigenous wisdom and traditional ways of supporting children and interacting with families and professionals.

Earlier projects in which TLAFC and VIU’s Chair for AECD have collaborated include:

•Learning, Growing and Leading (2012).

•The Transition into Kindergarten: A Community Approach to Integrating a Child’s Fragmented World (2013).

•Qeq College Transition Year Project Curriculum Framework (2014).

•Kindergarten Transitions II: A Scan of Existing Supportive Programs for Aboriginal Children and Families in British Columbia (2014).

•Qeq College Transition Year Final Evaluation Report (2015-2016).

•Developing Culturally Sensitive Evaluation and Assessment Tools for Early Childhood Programs: Research Report to the Urban Aboriginal Knowledge Network (2015-2016).


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RESULTS and DISCUSSION Voices of the Qeq Community

T his section of the report describes the feedback and input received from all participants from June 2016 to June 2017

through the various methods used including focus groups sessions, interviews, and individually completed surveys. The data from each participant group (families, Elders, and professionals) is summarized separately with an overview of the data and participant quotations to reflect the voices of the participants and support the researchers’ interpretation of what was said.


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V ancouver Island University researchers engaged Qeq program families through a survey and a focus group discussion. Fifteen

families participated in the survey and four attended the focus group session to discuss their thoughts and ideas regarding and their child’s experience with the Qeq program. During the 2016-2017 year, a research student, who worked with the VIU Chair for AECD, was involved in the day-to-day program to develop relationships with the staff, families, and children. The VIU researchers also distributed a booklet that explained the research approach to the Qeq families in advance of the program evaluation.

Through participatory-action research, the researchers worked alongside the community to ensure the research methods were culturally appropriate. We accomplished this by communicating the data collection process with each participant group and inviting feedback about that process. As well, gathering information through the survey and focus groups helped us understand more clearly the participants’ perceptions of how cultural knowledge and traditional practice were able to influence the research process. The survey also helped us to gather information about families’ understandings of how the program shared information with children and families about cultural knowledge, language, and traditional practices; and what families thought about how Qeq educators supported child development through more culturally relevant practice. The surveys were completed using face-to-face interviews in February 2017.

Family Survey

Below is an overview of select questions and responses from the family survey.

The first two questions of the survey invited feedback about the program and environment. Several families said that the environment offered a space to “play and learn with other children” and that it was a “good atmosphere.” Families were also asked what improvements could be made to the program. A lot of families gave no response to this question and a few

families simply said, “it’s great.” One parent said the “program should be longer,” and another said, “some children would benefit from a longer program, not just the summer.”

Question 3 asked: What do you think was most important for your child to learn while in the program? Some families responded that cultural teachings, academic school readiness, and improved self-identity were all important. Other responses were:

•“Elderteachings,drumming,andlanguage.”

•“Learninghowtowritenames,counting,alphabets,reading, and simple math.”

•“Sharingandmakingfriends.”

•“Confidenceandopenness,imagination.”

Question 3b was related to the child assessment processes. Those responses are included in the Generating Culturally Responsive Research and Child Development Assessment section on page 27.

Question 3c asked the families to share ideas they had about the ways to support the child’s understandings about their culture and/or the culture of the community in which they live. (For example, language, cultural events, and activities, music, art, crafts, stories, food preparation.) Seven participants provided no response, and four families commented on the importance of having an Elder present and the opportunity for children to learn Hul’q’uminum. One parent stated strongly, “Let children know who they are, learn their history and culture. [Learning the] language is good.”

Question 3d asked families to share ideas about ways to facilitate their child’s understanding about family, community, and culture. Ten participants did not answer the question. One parent said, “Mainstream culture schools do not include things about family, community, and culture. Only the Tillicum program connects with family.”

Another parent said, “It is nice for children to have culture and language.”

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Question 4 asked families what dreams and worries they have about the transition from Qeq College to kindergarten. Eight participants did not respond. One parent said, “Public school does not give enough support for children’s emotional and cultural needs... Programs for Aboriginal students and children need to build their confidence and resiliency so they can advocate for themselves and their needs. That is the only way they will be able to survive the school system. It is failing our children.”

Two participants said they are not worried about their child’s transition. One said,“[I have] no worries and feel confident with child’s transition, we always let the child know they have the choice of where they are going.”

Question 7 asked families to share any other comments about the program or their child’s experience in the program that they thought would help us to plan for the future programs. In response to this question, families restated the value of cultural learning. One parent said, “The Raven Story is good for children to read. Elders can also tell different stories to children. Children learned Hul’qumi’num words and songs. Language is good.”

Another parent said, “Children love this place. Drumming and arts [are] good.”

Question 8 asked all families if they would recommend the program. All participants said yes.

Question 9 asked families to tell a story about their own or their child’s experience in the program that reflected the strengths of the Qeq program. Ten participants did not respond. One participant stated, “Both families and children get to learn their culture because of the Qeq program. The time with the Elders is precious.”

Another said, “Qeq helps children [with the] learning, and building skill set while also gives them happiness. Children like Qeq.”

Family Focus Group

The family focus group was held in February 2017 at Shq’apthut, the Aboriginal gathering place at VIU. Although only four families joined the group, they provided many valuable comments. The focus group session was an important opportunity for the researchers to hear more about families’ perceptions

of the Qeq program and educators, and hear their ideas for future Qeq programs. Most importantly it was an opportunity for families to share insights into their child’s learning and experiences while at Qeq and share some of the ideas that were most important to them. They also gave feedback on areas they believed could be strengthened, including:

•Moreemphasisontheimportanceofcultureandlanguage. Families were particularly enthused that the Elders were involved and able to share the language and the teachings of the local First Nations.

•MoreemphasisonhowtheQeqprogramcan help their child make the transition to kindergarten more easily. “My child wouldn’t allow me out of her sight at first. Qeq has made a huge difference. My child is more outgoing and confident now and the experience has enabled her to make the move to school more easily and accept going to kindergarten.”

•Moreopportunitiestohearabouthowtheirchildwas doing in the Qeq summer program. Families appreciated hearing stories that involved their children learning about their child’s strengths and challenges in the program. “I loved that my child could get help to do things at school and to get out and socialize.”

•Morelearningstorieswithphotographsofthechildren. Families expressed an appreciation for the photographs of their child in play and how these allowed them to see that they were actively engaged in play with their peers. “It was awesome having the pictures they sent home. Parents can see they are safe and they love what they are doing.”

•Moreopportunitiesforfamiliestoparticipatein the program. They particularly enjoyed the hands-on drum-making activities that included both children and families.


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T illicum Lelum Aboriginal Friendship Centre recognizes Elders as keepers of the cultural knowledge, traditions, and language. The

Elders shared their perspectives and helped us understand and consider the culture and community when analyzing the data. Researchers used participatory-action methods, which help align the research process with Indigenous perspectives and practices. The Elders provided leadership, welcoming our questions and offering guidance as needed.

Process with Elders

The involvement of the Elders was key to the research project. All Elders involved with the summer 2016 program were invited to the professional focus group session (and two Elders attended). Of the four Elders invited to respond to the survey, two participated in the face-to-face interviews in February 2017. Additionally, one Elder, who has been involved with Qeq since the beginning, worked with the research team on developing surveys and focus group sessions and interpreting and analyzing the data.

The Elder survey questions were open-ended, and the researchers followed the lead of the Elders in relation to their apparent comfort (or discomfort) with the process, their individual responses, and the length of time it took to complete the surveys. For example, if the Elders seemed to need more information about a question, more time to respond than expected, or wanted to share information beyond what they were asked, the interviewer was flexible and made adjustments as needed.

Elders shared their thoughts, feelings, and observations about the children and the staff. Using a more qualitative approach and inviting Elders to respond according to their own experiences and cultural understanding allowed their voices to be heard. They were able to share perspectives and cultural knowledge to help us gain insight into how to continue to support and build an Aboriginal early childhood development program with the community.

The first question asked the Elders to share their perceptions about what worked well in the Qeq

program. One Elder responded, “Traditional knowledge compliments academic learning. I can share my own traditional knowledge with the young children. My strength is that I believe the [Hul’qumi’num] language feeds their little beings. Using the language feeds what they need.”

Another Elder said, “[I was] impressed by everyone. I liked that I could be a help to the children. A couple of children had behaviour issues but the main educators knew how to comfort the child; I was glad I didn’t have to do the work with the behaviour issues children experienced.”

The next question asked the Elders what would improve the Qeq program. One Elder suggested, “Singing more songs in the language, using cultural ways, and introducing traditional foods. Name the food in the language; instructors should use the language [when] giving directions and introducing food.”

The third question asked how they viewed themselves as the Elder in the program and how they perceived their interactions with the children, families, and staff. One Elder offered, “Elders should be with both programs rather than separated. We can mentor the teachers, the ones who need help with children and their development. I loved seeing families coming together and meeting the parents.”

Another Elder said, “I didn’t have a relationship with the parents. All the educators were well suited to working with children, and they were all calm. The children enjoyed the walks, and the educators have what it takes to care for children.”

Elders were asked about previous Qeq program experiences and how the 2016 program year was different from the 2015 program year. One Elder said, “I felt more connected with the children because we could sit with them in the classroom. I liked that we helped mentor their care. We were more a part of Qeq this time. Hours were good.”

The Qeq curriculum identified a series of 10 values that the Tillicum Lelum’ s Early Childhood Development working group identified intentionally for the Qeq program. Several questions asked the

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Elders’ opinion about the extent to which the Qeq values were integrated into the program. When asked about the evidence of value of community and of family relationships one Elder said, “Parents did visit the program. Some knew one of the educators from another program their child attended.” Another said, “Yes, they had parent days where parents could come for pizza in the afternoon.”

When asked about relationship building and the educational process in the Qeq program, one Elder said, “It took a bit of work to compliment the Qeq curriculum. First week was difficult but we were able to see each child and see who were the leaders and who were the followers.”

When asked about how the program supported cultural knowledge and the cultural identity of child and family, one Elder said, “An educator led the TPR [Total Physical Response, the language-learning method used]. I was mentoring her in language. We introduced a new word each week and I helped with pronunciation.”

The Elders were asked how they believed the Qeq program incorporated and integrated Aboriginal ways of knowing through the use of local traditions and protocols. One Elder stated, “I felt honoured and respected to help develop the program to work for the children. Play is very important in a child’s life. It is critical, and the school district doesn’t always seem to understand how to integrate play.”

Another Elder said, “Protocols, morning welcome, using the drum were all important cultural additions.”

When asked about how spiritual development was supported and to what extent Aboriginal ways were integrated, one Elder said, “You have to use all the values of love, respect, acceptance, and belonging to nourish their spirit. This must be a priority when working with children; it gives them a head start when they are transitioning.”

Another Elder said, “Learning spirituality is very important. We must create the time to help children learn about this.”


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Elders were asked to identify and reflect on the importance of a connection to play

and learning in the early childhood setting. One Elder said, “When we were little we were

allowed to play to enjoy being a little child and feel all of the emotions and learn about them. Play can reveal children’s needs.”

A question also asked about how the program supported the self-regulation of children. One Elder said, “Taking turns is important for children to learn and providing supervision and support when children don’t want to give up.”

Elders were asked about the Qeq curriculum and how it relates to the needs and interests of the child. One Elder said, “The curriculum exposes the gifts and needs of the child. The child needs to experience emotions and have the space to be creative and imaginative to fulfill their private spaces. Inside they have private spaces and learn to play physically, mentally, emotionally and with peers in social play.”

Elders were asked about their experiences with how the program supported self-regulation. One Elder responded, “Taking turns is better than sharing, only share if you have food and material things; a child learns sharing and the meaning and difference when they share their own items such as food or clothes.”

Another spoke about the importance of all staff modeling quiet voices to support children learning about respect and fairness. She stated, “Everyone should use a soft voice rather than using loud voices. All educators need to use soft voices to reflect equality and fairness and to support each educator working as a part of the team.”

The Elders were asked to identify what ways the Qeq program could be improved with staff, administration, and educators. One Elder expressed frustrations with the orientation, specifically that all staff and administrators should attend so that they too can hear the Elder’s input. The Elder said, “The administrators, staff, and community members should stay with us in training so they can be a part of the group experience during the cultural training.” The same Elder also suggested there be “more First Nation content in books and that each instructor should have language and directions used in language.”

Another question asked Elders to share a story that captured their ideas about how the program supported communication. One Elder shared “The Story of the Deer.” In the words of the Elder:

The deer was getting his gifts from the Creator and the Creator was providing guidance to the deer. However, the deer only listened passively. He was not engaged in the story, so the Creator let him go in the forest. The deer ran off but found he was not fast enough to get away from the bears and humans. He went back to the Creator and said, ‘I am in danger, please help me.”’The Creator said, ‘This is your life’s lesson. I am going to bless you with sharp ears and nimble hind feet and big eyes. This is how you will survive. The only way you’re going to live is to listen, listen carefully to an Elder.’“

For the children, a story with animals helps them relate and connect in a less direct and a more playful way to relevant situations in their lives. The Elder’s story also showed the importance of developing a relationship with the Creator, trusting the Creator to guide our path, and listening to Elders.

Elders were also asked questions about the program and child development assessment methods. The responses are detailed in the Generating Culturally Responsive Research and Child Development Assessment section (see page 27).

Including the Elders in the Qeq program provided many rich opportunities to illuminate the importance of culture, language, and intergenerational learning in the classroom. The Elders shared their thoughts and experiences in the Qeq program in each response. They spoke passionately about how the Qeq program has enhanced learning in the community and provided important role modelling for children and their families with respect to education. The Elders themselves recognized the value of having an Elder/educator in the classroom and how they were able to contribute in significant ways to the children’s learning.


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PROFESSIONALS

T he term “professionals” includes the early childhood educators, teachers, Elders, and the coordinator of the Qeq summer 2016 program

as well as the kindergarten teachers who received the children into the public school kindergarten in September 2016.

Data was collected from this broad professional group in many different ways from June 2016 to June 2017. The methods included:

•Anorientationandtrainingsessionforeveryoneinvolved in the Qeq summer 2016 program held two weeks before the program start-up in July 2016.

•Afocusgroupsessionwiththeprofessionaleducators, Elders, and administrators immediately after the Qeq summer 2016 program.

•AsurveyofboththeQeqprofessionalsandthekindergarten teachers collected in the fall 2016.

•Afocusgroupsessionwiththekindergartenteachers in January 2017.

•AcombinedgroupofQeqprofessionalsandkindergarten teachers in June 2017.

The following pages comprise information about the data collected during each aspect of the research (in the order that they occurred). There is a brief description of the format and purpose of each part of the professional data collection along with some key data. At the end of the all participant summaries a discussion is provided that explains the analysis process and the key themes that emerged from the consolidated data of all participants in the Qeq research.

Orientation and Training

The Qeq summer program orientation and training session, organized by TLAFC, involved all staff, Elders, TLAFC administrators, lead curriculum developers, and researchers who contributed to the planning or were part of the implementation of the Qeq summer 2016 program. The session was held one week

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before the program started on July 25, 2016. The purpose of the session was to

facilitate all participants to get to know each other; provide opportunities for Elders to share

important information about the local Coast Salish culture and language; provide information about the research and assessment processes; provide an opportunity for participants to learn about the Qeq curriculum; assist professional staff to translate the cultural learning and Qeq curriculum learning intentions to early childhood practice; and to provide time and space for Qeq staff to prepare the program environment.

Following the completion of the session, participants were asked three questions:

•Pleasetelluswhatyoulikebestaboutthetrainingand orientation sessions.

•Aretherethingsyouwouldliketodomoreof?Please list these things and number in order of priority (one for most important and three for less important).

•Howcouldtheorientation/trainingsessionsbeimproved?

Responses to the three questions are consolidated below. Participant responses indicated that they were very enthusiastic about the orientation and training sessions. All of the respondents (except for one) commented on the importance of the cultural and language learning opportunities, such as the regular involvement of the Elders and the use of Total Physical Response (TPR)1 to help participants learn the Hulquminum language. They were enthusiastic about the drumming, hearing traditional songs, and being swept with cedar. Participants also valued the opportunity to hear more about the Qeq curriculum and the chance to link the ideas to practice. As well some commented that the Pacific Sport2 activities provided team-building opportunities and new information valuable to working with children.

Suggestions for ways to improve the orientation and training include:

•MoretimewiththeElders.

•Moretimetoplanforculturalcomponentsoftheprogram. “It would be great to have more time for

language learning and to plan cultural activities such as preparing more language games.”

•Moretimeforlanguagelearning(suchasthe language-learning method Total Physical Response) and opportunities to plan language-learning games.

•Moreup-frontplanningforfieldtripsinthecommunity and literacy activities. “It would be great to be outside more in the

community and to learn more about activities in the local area.”

•MoretimeforlearningabouttheQeqcurriculumframework and applying it to practice.

•Moreopportunitiestomeetfamiliesbeforetheprogram starts.

•Shorter,morefocuseddays(abittoomuchsitting).

•Moreclearlystatedexpectationsandapre-planned structure for each day.

•Bringfamiliesinsowecanmeetthemandsupport and assure them. “Somehow bring families into our orientation

so they can meet us and if there are worries we could support and assure them that their children are cared about and loved.”

1 Total Physical Response (TPR) is a language-teaching method developed by psychologist James Asher. It enhances language learning by replicating the natural ways infants and young children internalize language through physical responses to spoken language.

2 Pacific Sport is a non-profit agency that supports the sports community on Vancouver Island and encourages physical development of children and youth through sport activities. Pacific Sport facilitated a day-and-a-half of related activities with the Qeq staff prior to the 2016 Qeq summer program.


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Focus Group Session After Qeq Summer 2016 Program

All the Qeq staff, the coordinator, two Elders, a Qeq administrator, and VIU researchers attended the focus group session on August 22, 2016. The purpose of the session was to bring everyone involved together to discuss how the program went and what was learned for future Qeq program deliveries. Questions that framed the discussion were:

•WhatstoodoutforyouabouttheQeqsummer2016program?

•Whatworkedandwhatdidn’t?

•Howcanweimprove?Inparticular,howcanweimprove cultural sensitivity?

•Howcanweimproveculturalrelevanceandsensitivity, and cultural competence related to the research and child development assessment tools and processes?

A talking circle approach, which is typically used in Aboriginal meetings and discussions, was used to allow all participants the opportunity to answer questions and share information. In a talking circle, each person speaks without interruption and the others wait for them to complete their thoughts before offering comments.

Participants in the focus group spoke very highly of the Qeq summer 2016 program and of their experiences with it. They shared thoughts about what could be added or changed to make the program even better. Following is a summary from the focus group session of what stood out for participants:

•Theculturalprideofthechildren.The children shared their traditional name and quickly grasped the songs, drumming, and talking circles.

•Theculturalknowledgeandlanguagesharedbythe Elders and Aboriginal staff who were deeply involved with their culture and supported the language learning. “One staff brought the language with her—her father and ancestors were so strong. I think that is why the language and culture happened so quickly. She carries the pride of ancestors and the strengths of the language in her.”

•Theenthusiasmwithwhichthechildrenlistenedto the stories told by the Elders and how the children would retell those stories and use the stories in their dramatic play. “The children retold their stories in their dramatic play and with puppets. This built a bridge to new stories from the First Nations world.”

•Howeasilythechildrenseemedtolearnthelanguage and their desire to learn and to speak the language. The TPR language-learning method was very effective. “The pods [small groups of children with an permanently assigned educator] helped children to consolidate connections to the language.”

•Howtheprogramfacilitatedbuildingrelationshipswith families.

•Theopportunitiesenvisionedbyparticipantstoaddress racism and help change attitudes.

“No one is born a racist. They are taught. Qeq is a place children can be taught something different.” (Elder participant)

“I am a great believer in personal development—working together to build holistic mind, body and spirit . . . I grew up dirt poor. That really affects self-esteem. Helping children to ‘feel equal’ is important.” (Elder participant)

“Strengthen advocacy . . . we have a responsibility/duty to our relationship with the children. Their voice needs to be stronger.” (Professional participant)

“ The circle and Elders sharing was the best part. I loved learning about the protocol and listening to the Elders stories, history and the prayers and songs.”

(Participant, Orientation and Training Session, July 2017)


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Participants discussed what they believed the program should do more of. Below are

some key thoughts from participants about what would strengthen the program even more:

•Bringinmorecultureandlanguage. “Learning and sharing the language together

helped to motivate us!”

• Increaseculturalsafety. “We have to advocate how to treat people and

give respect. We have to help people understand they must be gentle and kind . . .”

•EnsurecontinuedandregularElderinvolvement. “When the Elders are with us every day there is

a strong presence of culture and language.”

•Createmoreopportunitiesforparentinvolvement. “Get to know more about families before

they start. It would help dealing with children and challenges to bring their families into the program with them. Knowing families better would help us to support children to move forward.”

•Createamoreflexiblestructurefortheprogram. “Build in time that we can use staff in more

flexible ways. Break up the dynamics so that we can make experiences more enjoyable.”

•Ensuretheprogramlocationlendsitselfwelltoinside and outside activities.

Participants also provided feedback about the evaluation and assessment processes used by the researchers. That discussion is provided in the Assessment for Learning Feedback section (see page 27).

Survey of Professionals

The survey of the professionals was circulated prior to the focus group session in August 2016. The survey had 15 questions that asked about the participants’ experiences with the Qeq summer program. The survey invited their thoughts about the strengths of the program, how the program could be improved, relationships and communication with families, and how the program appeared to fit with the 10 core values of the Qeq curriculum and what their personal challenges were implementing those values. The survey asked for their thoughts about the program and the extent to which the Qeq program met the program objectives.

Some questions asked about the effectiveness and cultural appropriateness of the evaluation and assessment approaches used by the researchers. These responses are detailed in Generating Culturally Responsive Research and Child Development Assessment section (see page 27).

Six of the eight surveys distributed were returned. The data collected in the survey process was substantial and individual responses were extensive. While the individual responses were often more detailed, the comments compiled from them strongly validated comments made in both the orientation and training and focus group sessions.

Below is an overview of the professionals’ feedback on the strengths of the Qeq program and their suggestions for improving/strengthening the program. A picture emerges of what worked well and what some of the challenges were.

Responses from all participant groups are consolidated into themes that emerged from the data analysis.


Qeq Program Strengths

To organize the summary of the participants’ comments, we have divided comments into obvious topic areas: culture and language (including the importance of Elders); child and family relationships and communication; program (curriculum); and program (structural).

Culture and Language Strengths

•Cultureandlanguageactivitiesandopportunitieswere noted by many as a central strength of the program. “Having the Elder with us every day was

amazing. The morning protocol started each day with focus.”

•Eldersprovidedanessentialsourceoftraditional knowledge, spiritual practice, and the Hul’qumi’num language. They also helped others understand the history and debilitating legacy of inequality and residential schools. They brought strength and focus to the Qeq program in many ways through storytelling, songs, and drumming, and sharing understandings with staff about what Aboriginal children and families need. “We used Hul’q’umi’num words to count and

sing. We spoke of the prayer song and the expectations of what that looks like. We talked about Mother Earth and our connections to the land while out on field trips.”

“. . . there was one grandmother who was able to comfort a child who was very upset because her family did not come . . . there was a lot of deep grief going on for her . . . The grandmother [not the child’s] squatted down and got right into the child’s space and started to wipe her tears and talked to her about what she was sad about. The child did stop crying and started to do some art. The role of the Elders with Indigenous people is incredible, incredible . . . The interaction impacted me deeply.”

•TheopportunitytoworkwiththeEldersandknowledgeable staff in both the orientation and the day-to-day routines and activities. This provided essential cultural and spiritual learning opportunities and increased understanding about the experiences and lives of Aboriginal children

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and families. This was true for both the Aboriginal and non-Aboriginal staff. “Cultural knowledge was deepened through

access to the language and through access to drumming, singing and prayer songs.”

Child and Family Relationships Strengths

•Aclimateofcaring,love,andnurturancewasafoundation of the program and an important asset to setting the tone for everyone working with the children and the families. “The love and commitment expressed by the

teachers towards the children was wonderful.”

•Theopennesstothefamilies’experiencesand willingness to share with them what was happening in the Qeq program was critical to establishing trusting relationships with families. “There was a climate of caring and love that gave

a rare permission to sit with children who needed time to just be, to just arrive or even to fully wake-up, and to work one on one with them.”

•Afocusbythestaffonthefeelingsandexperiences of the children attending the Qeq program nurtured a sense of individual and cultural pride and boosted self- identity and self-confidence of children and families. “The protocol and drumming were important

for the children. They practised and were able to use the drums in appropriate ways. Even the children who didn’t attend the circle would be singing and practising off to the side but in time with the group.”

•Theconsistentandcollectivesupporttochildrenwith behaviour challenges and other individual needs strengthened relationships and helped to build a supportive climate.

“ When the Elders are with us every day, there is a strong presence of culture and language”

(Professional Participant)


Program (Curriculum) Strengths

•TheInitialsupportoftheconsultantandtheusing her materials and equipment added to the richness of the program. “Having staff take on particular jobs/tasks was

a good way to cover all bases while still having room for other staff to respectfully offer ideas and ways to connect the activities.”

•Theworkwithchildrenin“pods”andthedaily debrief added strength and focus to the professional practice.

Program (Structural) Strengths

•Whentheprofessionalteampulledtogether,worked with strengths, and listened respectfully to the suggestions of others, all aspects of the program worked well.

•Staffhighlyvaluedthetransportationprogram,which allowed children an opportunity to attend who otherwise might be unable.

Suggestions to Improve/Strengthen the Program

Suggestions to Strengthen Culture and Language

•Ensureculturalsupportinallclassrooms.Havea “floating” cultural teacher if Elders are not available.

•Considerplanningtimestobringallgroupstogether for cultural activities.

•CreatesupportamongtheEldersthemselvestohelp new Elders unfamiliar with the program. “I think an incredible use of the cultural teachers’

skills and natural gifts would be to have them as floating teachers, spending a few mornings with each class each week.”

•Centremorelearningaroundtherespectandcareof the land including teachings about plants, fish, and water. “Accessing community was not huge part of

the visioning...ideas would be connecting with the food forest, urban agriculture, accessing the Park Avenue and 8th Street farm, harvesting vegetables and blackberries, planting trees, flowers, seeds, and watering.”

•Createcultural,spiritual,andlanguage-learningopportunities both before and during the Qeq pro-gram to maximize the understanding of new staff. “I could have used a lot more support on culture

and language. When I learned TPR with one of the staff it was fantastic! I literally see her in my mind’s eye when I am needing a word that she taught me.”

• Introducemoreculturalactivitiessuchastraditional dance and song, traditional food preparation, weaving, spinning, and carving.

•TeachaboutIndigenous/settlercolonialhistoryin Canada. This is especially valuable for staff members who are not as familiar with the history.

Suggestions to Strengthen Child and Family Relationships

•Enhanceopportunitiesforfamiliestovisitmorefrequently and engage with the staff and program. Increase opportunities for them to participate

“ I could have used more support on culture and language. When I learned TPR with one of the staff it was fantastic! I literally see her in my mind’s eye when I am needing a word that she taught me.”

(Professional Participant, August 2016)

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in ways that enhance relationships and build the confidence of families.

•Encouragerelationshipsbetweenfamilies,asthey are valuable support to each other and the children.

•Providemoreinformationtostaffaboutthechildren and families prior to and during the Qeq program. This will allow staff to prepare for children and address needs.

Suggestions to Strengthen the Program (Curriculum)

•EnsurethattheEldersandculturalsupportworkers spend equal time in all classrooms.

• Increaseopportunitiesformorenature-centredactivities.

•Expandopportunitiestolearnaboutandapplythe Qeq curriculum so staff understand what the curriculum framework is and how to implement it. “People need to understand what the Qeq

framework is and be prepared try and know their job is very hands-on.”

•Havemorefocusonemergentlearningandplay.

Suggestions to Strengthen the Program (Structural)

•Shareprogramgoalsandstructurewithprofessional staff before the orientation so they have an opportunity to think about and prepare for the Qeq summer program.

•EnsureallstaffunderstandandcanapplytheQeqcurriculum before starting with the Qeq program.

•Ensurestaffishighlyqualifiedwithculturalexpertise and experience in early childhood. “I think the most critical thing the program

can do is have Indigenous, highly skilled early childhood educators.”

•Ensurestaffiswell-informedandempowered.This is necessary to be sure the program runs smoothly and all staff are aware of program intentions.

•Ensurethateachstaffmemberhasequalstatusso that jobs are fairly distributed and are geared to individual strengths. All staff members need to

know what their role is and what the expectations are to be fully prepared for all aspects of their work.

• IncreaseopportunitiesforstaffandEldersto plan and work and learn together during the orientation and throughout the program, such as including everyone in daily debriefs.

•Createmoreflexibilityinprogramstructureandavoid classroom separation. “Allow freer access to classroom spaces, outside

spaces and more interaction between both classrooms.”

•Havemorefocusonemergentlearning.

•Besurethatallstaffmembersareawareoftheimportance of supervision to ensure child safety and well-being (knowing where children are at all times and how many children and for whom staff is responsible).

•Organizebusesinawaythatallowstheroutesandpick-up/drop-off schedules to work for families and the program overall.


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Focus Group with Kindergarten Teachers

On January 10, 2017 the Qeq researchers met with the kindergarten teachers who received children in September 2017 (following the Qeq summer 2016 program). Four kindergarten teachers representing three schools attended the meeting.

The purpose of the meeting was to provide background information about the Qeq program and the research aspect of the project, and to facilitate a discussion with the teachers about their perceptions of the Qeq program based on their experiences with the children. The participants first answered questions individually and then participated in a circle discussion. The session agenda outlined the following questions:

•WhatstandsoutforyouaboutwhatworkedwiththeQeq College program?

•Howdoyouthinktheprogramoryourinvolvementcould be strengthened?

•Whatideasdoyouhavetotransformtheprogramand future “participatory” actions?

•Fromyourperspective,whatworkedandwhatdidn’twork related to the assessment for learning?

•Doyouhavesuggestionstostrengthenassessmentfor learning processes and tools?

•Doyouhaveideastostrengthenbiculturalrelevance, sensitivity, and your professional involvement?

The teachers shared with the researchers that they did not have a clear understanding of the Qeq summer program except that it was a program run in the summer to provide support to Aboriginal children and families as they transitioned from early childhood settings into the kindergarten classroom.

Teachers noticed:

•Theprogramprovidedabridgebetweenpreschool, family, and kindergarten. “It was great to see a program that provides

a bridge between home/preschool and kindergarten. This supported transition should happen for all children.”

•Theincreasedconfidenceinsomechildrenwhenthey started kindergarten after attending the Qeq program. “I knew the children who had been to Qeq. They

came in and sat down. They obviously had some group experience.”

“One child was so shy when I first met him. When he arrived after Qeq he was more confident, his challenges with speech were not an issue and the opportunity for the family to be more a part of things was good. The child could talk and share with others.”

•ThecloseconnectionbetweenQeqstaffandthechildren! “The peer-to-peer connection is very strong

between the Qeq kids. The Qeq kids are quiet and reserved but seemed quite comfortable with the plan, routines, etc. The Qeq coordinator was even able to support one of the grandmothers of a child in our program. She was a great resource to families.”

•TheywereabletocontactfamiliesthroughQeqtowelcome them to family information sessions.

Teachers suggested ways to strengthen connections with the Qeq program. Below are their ideas.

•TeacherssaiditwouldbegreattogettheQeqprogram “out there” so more kids could benefit.

•Theysuggestedexploringthepossibilityofconnecting with StrongStart. It was seen as a great opportunity to expose more children to the


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Qeq program experience. One teacher said,“It would be wonderful to see the Qeq philosophy at StrongStart. This would be a great bridging experience and then they could visit the kindergarten. Talking up StrongStart would be good.”

•Teachersthoughttheycouldhelpwithrecruitmentif they had more information and stronger connections to the program.

•TheysuggestedthatAboriginalassistantsattheschools could help recruit new students to the Qeq program as they often know the families with children transitioning to kindergarten. One teacher said,“I think it is important to identify who the Aboriginal Education supports are and find ways to connect them to Qeq as they know the families and the siblings.”

•Teachersaskediftherewerewaystheycouldhelpto establish and strengthen connections between school and the Qeq program.

•Theysuggestedthatitwouldbeveryhelpfulfor them to have access to more activities and resources to enhance the experience of Aboriginal children. “I have no doubt some of the kindergarten

teachers would be interested in participating in professional development opportunities if it were offered. If it is available it will be supported.”

•TheysaidmoreinvolvementfromQeqprogramstaff and Elders would be highly valued.

•Theywonderediftherewouldbeabettertimetooffer the Qeq program to allow teachers to make more connections? For example, offer it starting in May or June?

Teachers shared ways the Qeq experience could be improved:

•Providemoreresourcestoteachers.

• InvitekindergartenteacherstovisittheQeqprogram. One teacher said,“Until you see it, experience it, you don’t really understand it.”

•ArrangemorevisitsfortheElderstovisitthekindergarten classroom.

•Providemoreculturalactivitiesforthechildreninthe kindergarten.

A Collective Voice: Qeq Educators and Kindergarten Teachers Together

The researchers invited the Qeq staff and kindergarten teachers to attend a final meeting together on June 8, 2017. Twelve people attended including three kindergarten teachers, the Qeq consultant, a school district employee, four Qeq program staff, and three VIU researchers. An Elder was invited but was unable to attend. The purpose of the meeting was to bring together all the professional staff to share a project overview, a summary of the data, and recommendations based on that data. The questions asked were:

•Dotherecommendationspresentedmakesensetoyou?

•Arechangesoradditions(totherecommendations)needed?

Reflecting on the full year (July 2016 to June 2017), participants shared many relevant comments that reinforced earlier discussions:

•ThegrowingconfidenceoftheQeqprogramchildren was evident.

•TheinclusionoftheElderswasverypositive.

• TeacherscommentedthattheylearnedsomeHul’q’minum through the Qeq program and appreciated the exposure to cultural experiences.

•StrengtheningunderstandingsaboutAboriginalpeople was seen as essential to strengthening Aboriginal content in school.

•ThebenefitofattendingQeqwasevidenttoparticipants. “I saw the roots and reinforcement of belonging.

I strongly believe that without the experience of Qeq some parents would not be at my door.” (Kindergarten teacher)

“I worked in the school as a cultural teacher and saw great benefit of Qeq and the positive relation-ships that were built between staff, children, and parents. Children seemed to have a sense of “I am important. This person knows me. I belong.” (Qeq educator)


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•Culturalactivitiesandexperiencesin the schools must be continued and

strengthened. “Sometimes I see that the Aboriginal kids are not acknowledged in the school. Parents have to feel comfortable to take advantage of what is offered. How can a child feel welcome and comfortable unless he/she is acknowledged?” (Kindergarten teacher)

•Moreculturalteachersareneededintheclassrooms.

•TheschooladministrationmustbebehindtheAboriginal supports. “If the administrators are not behind Aboriginal

families and the resources that would support them in the system, those resources won’t be available.” (Kindergarten teacher)

•MoreinformationaboutAboriginalfamiliesandcommunities needs to be available.

•Thereisgreatpotentialtostrengthenconnectionsbetween sibling groups, which could help to forge connections between the Qeq program and schools.

•Usingthelanguageintheclassroomcreatesa connection between language at home and language at school.

•Respectisabouthowyoutreateachotherandall living things. It comes up all the time and is understood in the classroom.

Joint Recommendations from Qeq Educators and Kindergarten Teachers

The joint group of educators was asked for any final recommendations. Together the educators examined a variety of issues and generated several recommendations on how to create awareness and opportunities to access Aboriginal education supports and resources both through the Qeq program and the schools.

•Createmoreopportunitiesforkindergartenteachers to learn more about Aboriginal language, culture, and related issues.

•ExpandlanguageopportunitiesbetweentheQeqprogram and the schools.

•Expandthelanguageandculturalofferingsinthekindergarten classrooms by increasing Elder and Qeq staff visits during the kindergarten year.

•ShareinformationbetweentheQeqandkindergarten programs to strengthen understandings and raise awareness—not just about Qeq but also about importance of acknowledging Aboriginal experiences, language, and traditional teachings.

•Continuetofindwaystobuildandstrengthenrelationships between families, Qeq educators, and kindergarten teachers.

•ExpandtheQeqprograminwaysthatincreaseopportunities to build child self esteem, cultural identity, and confidence.

•Strengthentheearlychildhoodaspectsofthechildren’s day while in kindergarten.

•ContinuetostrengthentheQeqteam—emphasizeearly childhood knowledge and experience with an emphasis on hiring individuals with early childhood experience.


Recommendations Related to Elders, Culture, and LanguageMany of the participants’ comments were about the role of the Elders, the culture, or learning the language. Because the three are all closely connected, we have grouped them into one category. As Elder Florence James writes in the introduction to this report, “language is culture” and the language must be learned within the context of its culture.

The participants talked about how important the Elders were to learning Hul’q’minum, the language of the local First Nations communities. Families talked about how pleased they were that their children were learning Hul’q’minum, even though it wasn’t necessarily the language of their own ancestors. They described how the children brought the words they were learning home and so families were also exposed to the language through their children. The professional educators talked about the importance of introducing cultural experiences of all kinds to the children. They spoke about how vital it was to build

RECOMMENDATIONSConsolidated Recommendations Based on Parent, Elder, and Professional Evaluation Feedback

the culture into the program with depth and meaning. The professionals said the children seemed to know just what to do when drums were introduced or a feather was brought to circle time to help them take turns listening. Participants also wondered about the ability of children to hear the language and speak it. The Elders talked about the pleasure of hearing the language spoken at school and the intense interest of children in the drumming, singing, and storytelling.

To enhance the Qeq program, continue to:

• InvolveEldersasanintegralpartofthelanguageand cultural aspects of the Qeq program and strengthen Elder connections to the kindergarten programs.

•OfferHul’q’minumlanguageasacentralpart of the Qeq program and encourage language learning of families, volunteers, and all professionals (early childhood educators, kindergarten teachers, and others).

• IncludeElderteachingsanddailycontributionstoprotocols, morning welcome, and drumming. Also involve Elders to share their understandings about child growth and development.

T he surveys, interviews, and focus group sessions generated a significant amount of data. The researchers found a lot of the feedback and comments from the different participant groups were replicated across the various research methods. From all the data, several clear themes emerged, and we have organized the

recommendations to reflect these themes.

When compiling the recommendations, the VIU researchers first worked with families, Elders, and professional educators to ensure the recommendations from the program surveys, interviews, and focus group sessions accurately reflected their identified program strengths and suggestions for improvement. The researchers then reviewed the data and recommendations with the Tillicum Lelum Aboriginal Friendship Centre administrators in April 2017, and made changes following that discussion. The joint group of kindergarten and Qeq educators made a final review of the recommendations in June 2017, and more adjustments were made. Following the June meeting, the recommendations were also considered by one of the Qeq program Elders.

Please note that the order of the recommendations below does not signify any particular priorities. While there were more comments about culture, language, and programming, all topics were of equal and significant value.


Recommendations

•EnsureElderssharetheirteachingsandtraditions with children, families, volunteers, and all professionals (early childhood educators, kindergarten teachers, and others).

•ProvideopportunitiesforinvolvingEldersinall aspects of the program: visioning, planning, implementation, and debrief.

• Includeandexpandawiderangeofculturalactivities for children and families: understanding cultural protocols, storytelling, drumming, singing, dancing, carving, preparing traditional foods, and experiencing the natural world.

•Assiststafftoexpandtheirrepertoireofculturalactivities and to draw out the cultural components of children’s learning and the importance of culture to child development.

•EnsureEldersand/orculturalteachersareavailable to rotate through all Qeq groups.

Recommendations Related to Increasing Bonds and TrustMost respondents talked with conviction about the importance of increasing bonds and trust between everyone in the Qeq program. They said how essential trust was to building strong, positive relationships between children, families, Elders, and professional educators and staff. Families shared how they became comfortable with the staff and the program over time and how they felt accepted and welcomed. Elders talked about the importance of children and families having a sense of belonging and how important the feeling of trust is to a child’s sense of self and cultural identity. Professional educators told stories about working hard to help families feel comfortable to come into the program and join the activities. More than one educator shared how good it felt when one parent who had held back at first, came into the classroom. They said it felt good to trust and be trusted.


•Strengthenconnectionsbetweeneveryoneinvolved: children, families, Elders volunteers,

and all professionals (early childhood educators, kindergarten teachers, and others) by increasing opportunities to bring families into the program (not just family days but every day) and increasing opportunities for children to share what they are learning with families and others.

•Recruitandselectcaring,knowledgeable,patient,experienced Elders, early childhood educators, cultural support, and other staff.

•Hireopen-minded,intuitiveandwelcomingearlychildhood educators, cultural support, and other staff.

Recommendations Related to Increasing UnderstandingsSeveral respondents talked about how building understanding was critical to the program. Families wanted to know more about the Qeq program. In particular they were very interested in the learning portfolio that was part of the child assessment for learning. They shared how important the portfolio with the photos and learning stories of the child’s experiences were to them and their child. They wanted more opportunities to share those portfolios and to be more involved in creating them. Aboriginal educators and cultural support workers wanted all non-Aboriginal educators and staff to know more about the language, the culture, and the context in which the Aboriginal children and families lived and learned. Elders wanted the opportunity to share their cultural knowledge and spiritual teachings with families and the educators and staff. They believed they had important knowledge and experiences to contribute information about the needs of the children and families attending Qeq.


•BuildmeaningfulconnectionsbetweenElders,children, families, early childhood educators, and kindergarten teachers.

•Provideafocusonchildandfamilystrengthsandhow to build on those strengths.


Recommendations

•Shareideaswithfamiliesabouthowtosupporttheir child’s learning and development.

•ProvideopportunitiesforElders,children,families,professional educators, and cultural support workers to learn about assessment for learning approaches.

•Providesupporttoeducatorsandstafftolearnabout culturally appropriate and familiar stories to enhance child learning.

•Supportfamiliestosharetheirunderstandingsabout language, culture, and family with educators and staff.

• Increaseopportunitiesforkindergartenteachersto engage with the Qeq coordinator and Elders.

•ProvideopportunitiestolearnabouttheIndigenous/settler history and the related experiences and issues.

Recommendations Related to ProgramThere were many comments about both the strengths of the Qeq curriculum and also many suggestions on ways to continue to strengthen it. Families talked about how impressed they were with the new skills and understandings children were evidencing as they spent more time in the Qeq program. For some families, letter and number recognition, improved social skills, greater comfort with being away from the family, and getting used to new adults in their lives were key things they hoped their children would gain from the Qeq experience.

Elders spoke about the importance of play in the lives of children, of giving children space to learn in their own way, and experiencing culture and language as part of their everyday activities. Professional educators stressed the value of play and emergent curriculum and a commitment to finding ways to integrate culture and language into the daily curriculum. Educators also emphasized how empowering the teaching team to be responsive to children and consult with each other would increase the quality of their work and the program.

Program (Curriculum)


• IntegratecultureandHul’q’minumlanguageinallplay and program activities.

•Useplaytohelpchildrenfeelalloftheiremotionsand learn from them, as play helps to reveal children’s needs.

•Usecurriculumto“expose”children’sgiftsandneeds.

•Strengthenthevaluesoflove,respect,acceptance,and belonging. This gives children a head start when transitioning to kindergarten.

•Createasafe,relaxing,andwelcomingatmosphere.

•Facilitateconnectionsbetweenchildrenthroughplay.

•Helpfacilitatethechildrentolearnthingstomakea smooth transition, such as patient listening (to peers, educators, and others); taking turns; and learning about numbers, names, and printing, etc.

•Supportthechildrentolearnaboutsharingandmaking friends. Help build confidence, openness, imagination, and independence by discovering each child’s interests and strengths.

•Strengthentheuseoftraditionalandnon-traditional stories and storytelling by Elders, educators, cultural support workers, and children.

•ProvideFirstNations/Aboriginalcontentinbooks,equipment, and activities.

•Providetraditionalsong,drumming,dancing,foodpreparation, weaving, and carving.

•Provideopportunitiestoexplorethenaturalworldand engage in nature-centred activities, such as gardening and visits to parks, lakes, beaches, and forests.

•EnsureEldersandculturalsupportworkersareinvolved in all aspects of the program.

•Usepodstoconnectthelearningacrossmanyactivities.


Recommendations

Program (Structure)


•EncourageconnectionsbetweenElders,families, professional educators, other staff, and researchers.

•Provideopportunitiesforfamiliestovisittheprogram and engage with Elders, professional educators, and other staff.

•Provideopportunitiestolearnfromtheknowledge, skills, and experiences of earlier Qeq programs (including Elders, families, educators, staff, kindergarten teachers, and researchers).

•Shareinformationwithchildren,families,Qeqeducators, kindergarten teachers, and researchers about child and program assessment for learning.

•ConsiderexpandingandextendingtheQeqtransition program beyond the summer, (for example, start earlier in the year).

•Provideflexibleandefficientdailytransportationfor children and their families.

•Provideaccessibleculturalandlanguageresources to Qeq educators, cultural workers, and kindergarten teachers.

•BringtheQeqgroupstogetherforspecificactivities.

•SharetheEldersandculturalworkerswithbothQeq and kindergarten programs (as possible).

•Providesupervisionofthechildreninallaspectsof the program.

•Empowereveryoneinvolved:children,families,Elders, professional educators, cultural support workers, and others to contribute in meaningful ways to all aspects of the program.

•SupportEldersandculturalsupportworkerstoshare knowledge and learn from each other.

Recommendations Related to Changing AttitudesAll participant groups expressed a passionate commitment to advocating for Indigenous people and changing attitudes in society. They believed that

everyone has the responsibility to promote more education and understanding about Indigenous people in Canada. They are committed to increasing knowledge about the history of colonialism and and the effect this history has had on present-day experiences of Indigenous children and families.

Participants talked about supporting and promoting change in the education system. Families talked about the need to change the attitudes of some teachers and principals toward accepting and acknowledging the Aboriginal students, families, and Elders in the school environment. Professional educators were shocked and concerned about the judgements and racism experienced by the Indigenous children and families who attended their programs and classrooms, and the negative effect of these experiences on self-esteem and self-concept. Elders shared personal horrors of residential schools, the disturbing attitudes toward them as they were growing up, the lack of acceptance of traditional knowledge, and the enduring need to change attitudes.

The educators also worried about how play was not as highly valued as it should be in both the early childhood and school environments.


•HelpIndigenousfamiliesgainmoretrustwithlearning institutions to overcome past negative experiences. This includes all aspects of the institutions: teachers, principals, education assistants, and the education system more generally.

•EncourageElderinvolvementandcultureandlanguage experiences in the kindergarten programs and schools more generally.

•BuildrespectforElderandtraditionalknowledge.

•Encourageprideincultureandlanguageandunderstanding about the importance of this to child learning and development.

•AdvocateandshareunderstandingsaboutIndigenous/settler/colonial history and racism.

• Includeplayinallchildren’slearningenvironments both at Qeq and at kindergarten.


T he primary intents of the Qeq College Transition Year Project (2016–2017) were to 1) investigate and recommend ways to ensure

the child assessment tools and processes used for the Qeq program are both useful and appropriate for Aboriginal children and families and 2) to generate ideas about how to build in cultural sensitivity to program research and assessment practices.

Early in the curriculum development phase of the project, the Qeq advisory committee developed 10 core values to guide all aspects of the Qeq program. To ensure research and assessment practices were consistent with these core values, the committee rec-ommended using the assessment for learning method. While assessment for learning is generally discussed in the literature as an approach to child development assessment, the researchers also used this method to facilitate a strengths-based, culturally inclusive, and holistic approach to assessing the Qeq program. Using the assessment for learning method provided a means to build on what is working rather than focus on what is not working. This approach was used for both as-sessing the development and progress of the children and assessing the development and progress of the Qeq program itself. Central to assessment for learning is the idea that everyone learns from the assessment process: the children, the families, the teachers, and the administrators. To this end, the participant surveys and focus group sessions posed questions and facili-tated discussions about which aspects of the assess-ment processes worked well for participants.

Assessment for Learning FeedbackFeedback from participants about improving the program assessment methods are summarized below.

•Useapproachestodiscussions,including“ceremony,” in assessment processes. One

GENERATING CULTURALLY RESPONSIVE RESEARCH AND CHILD DEVELOPMENT ASSESSMENT

Elder said,“Honour our ways by providing lots of opportunities to experience cultural content and ceremony.”

•Keepthesurveysshortandsimple.

•Usesimplelanguageandstraightforwardquestions.

•Emphasizeface-to-facediscussions.Talktousabout what we observe and what we are learning.

•Emphasizeopportunitiesforgroupprocessesasthis allows participants to learn about and from each other and to think together about how to make Qeq even better.


culturally responsive research & assessment

• Increaseinclusivitybyensuringeveryoneinvolved (Elder, families, children, educators, teachers, and administrators) have opportunities to contribute and to respond to the researchers interpretations about what they hear.

•Staystrengths-focused.

•Listencarefullytowhatwethinkabouthowtoimprove the program and integrate our ideas into program outcomes.

•Provideadditionaltimetoanswerquestionsandparticipate in focus group sessions—maybe divide activities over two or three sessions. Also asking the same questions later on may provide more processing time and therefore more information.

“There were so many questions, but I started to see that it was important as things came out that wouldn’t otherwise.” (Professional participant, August 2017)

“Getting the information from everyone—including everyone, excluding no one—is so valuable.” (Professional participant, August 2017)

“I didn’t know what to expect [with the focus group session] but now that I am here I really like it!” (Parent participant, February 2017)

Participants made many suggestions about how Qeq research and program assessment tools and processes could be modified. For example, participants thought that having Qeq staff and kindergarten teachers complete short surveys two or three times throughout the program would be better than having lengthy surveys and focus group sessions once a year. Participants believed this would

help to streamline the collection of information from individuals about their experiences with the program and provide some helpful reflection time. The surveys could consist of three or four simple questions about what is working and how the participants think the program could be improved. For example:

•Whatisyourroleintheprogram?

•WhatdoyoubelievearethestrengthsoftheQeqprogram?

•Whatsuggestionsdoyouhavethatyouthinkwouldmake the program even better?

•Pleaseshareanyoutstandingconcernsyouhavethat you would like addressed.

Some participants thought individual questionnaires promoted the individual over the group and expressed concerns about cultural appropriateness, but there seemed to be general understanding that individual ideas about experiences with the Qeq program were also important to gain more comprehensive feedback.

Participants emphasized how having face-to-face interviews rather than using written questionnaires was particularly important for the Aboriginal participants. They said that having the option to talk about their experiences rather than writing their comments down would likely increase participation.

Participants agreed that using the focus group approach to ask about the program worked best. Both Aboriginal and non-Aboriginal participants expressed appreciation for the emphasis on culture and ceremony during those sessions. The Aboriginal participants emphasized how they were more comfortable when the sessions included culture and tradition (for example, Elder involvement, opening prayers, drumming, singing, and storytelling approaches) and how they also appreciated the respect demonstrated in the research process when culture and tradition were included. The non-Aboriginal participants shared that they appreciated the learning and the strengthening of connections between the participants and cultures that these opportunities provided.

One of TLAFC’s stated goals at the outset of the Qeq program was to build and strengthen connections

“ There were so many questions, but I started to see it was important as things came out that wouldn’t otherwise.”

(Professional Participant, February 2017)



between the early childhood/early learning sector and the school system. They believed that strengthening connections would lay an important foundation to support families and help them feel more connected to the school their child attends, more comfortable about approaching teachers with their ideas and issues, and more engaged with the school system. Participants in the research and assessment processes reiterated these ideas.

Some suggestions, based on participant feedback, to guide the focus group sessions:

•Provideopportunitiesforparticipantstotalkwitheach other about the strengths of the program and how it can be improved.

•Provideopportunitiestoshareideasaboutfutureprogramming and prioritize those ideas.

•Createtwoorthreeopportunitieseachyearforall program participants (ECEs, Qeq program staff, kindergarten teachers) to come together to talk about their experiences and share ideas and strategies (for example, orientation, planning, and assessment: What did children, staff, and teachers experience? What was important about these experiences in terms of the cultural and language learning? What would help ECEs, teachers, staff to maximize support for quality programming for Aboriginal children and families?)

• Includeculturalceremony,suchasElderopeningsand closings and sharing food together, in all sessions. Emphasize the stories and narratives that participants share about their experiences.

“Make it simpler. Make the process ‘smaller’—this allows us to speak from the heart and helps us to bring in the culture.” (Professional participant, August 2016)

•WheninvolvingElders,askTLAFCforassistance.Elders appreciate a personal invitation and acknowledgement of the importance of their time and expertise.

Assessment for Learning: Child DevelopmentThe assessment for learning method of child development has been used in early childhood education assessment in Canada and other countries over the past several years to document children’s learning. Assessment for learning helps educators, children, and families answer three questions about a child’s learning:

•Whereisthechildnow?

•Wheredoweneedtogonext?

•Howcanwebestgetthere?

To document the answers to these questions, we recommended the Qeq educators use learning portfolios. The learning portfolios included photographs of the child during dramatic play and while using various materials such as puzzles, construction blocks, and Lego. Sometimes photographs of drawings and other craft activities were also included. Learning stories, which are a narrative about what the child is doing and what he/she is learning, are another important part of the portfolio. Learning stories have space so that everyone involved (the child, families, educators, and



Elders) can comment and share their perspective about what they observed and what it means in terms of child’s learning and development.

All participants were also asked a few questions to determine their interest in the assessment for learning and satisfaction with this approach to child assessment. While most had limited experiences with the approach, all expressed appreciation for the visual documentation of children’s learning in the portfolio and learning stories. They said these techniques increased their understanding about the child’s strengths and interests. Comments are summarized below under each participant group.

Family Feedback

Although families generally were not familiar with the assessment for learning approach when they were first interviewed, they were enthusiastic about the portfolio and learning stories they received from teachers. Many spoke about how their child loved to look at the photographs of themselves and liked to talk about what they were doing and learning. Families, especially those unable to visit the Qeq program while in session, also appreciated the photographs and related learning stories as these allowed them to share in the child’s experiences in the Qeq program. They suggested that some orientation to the assessment for learning approach, portfolios, and learning stories would be helpful so that they could learn more about it. As well, they thought it would be helpful to see more learning stories and expressed an interest in being more involved in the process. The quotes below are from interviews with families in February 2017.

•“I’dneverseenlearningstoriesbefore.Ilovedit!”

•“Thelearningstoriesaregreat.Showingchildrenwhat they know gives them good feelings about themselves and their learning.”

•“Prettycoolidea.Whensomethinghappensyouare very involved in the experience and you don’t often have a chance to reflect on the moment or the event. The learning story gives you a different experience. It can change your perspective and allow you to see it in a different way. It was an awesome idea.”

•“Thestaffisattentivetothestrengthsofeachchildand they show each child in a learning story that showcases the child’s individual strengths. One of the learning stories I saw was around cooperation and showed two of the girls sharing toys . . . The learning stories are focused on strength building and encouragement.”

Elder Feedback

Like families, Elders were new to the portfolio and learning story approach. However, they appreciated using stories to describe children’s learning rather than using checklists or framing learning in terms of what the child can’t do. They spoke about the importance of focusing on the child’s gifts and providing opportunities for children to explore experiences of interest to them. It was also important to them that educators use respectful language when talking about the child’s development. Additionally, they wondered whether child development assessments impinge on a family’s right to privacy. They stressed the importance of protecting information about the children and their families. The quotes below are from interviews with Elders in March 2017.

•“Wemustlookforthegoodnessineachchild,lookfor their gifts instead of their deficits. What gifts are they using? What are their interests? What qualities in teachers do the children like?”

•“Idon’tagreewithusingassessments;childrenandfamilies need privacy. Privacy in how evaluation is done—parents giving permission to ask children questions and talk with others about the child development—that is full respect.”

•“Ithinkteachersneedtoconsiderwhethertheevaluation and assessment matches what is happening in the program. For example, does it fully show all of the child’s development? I think it is important to see the whole child. The assessment should be holistic and show how the child’s little gifts are starting to come out.”

•“Thisprogramofferssomethingverypositiveforchildren. Some may not have a positive life and here they get love and comfort.”



•“Childassessmentshouldspeaktothechild’squalities. For example one boy had a gentle nature and all the girls noticed this quality and wanted to play with him and have him to themselves. Observing children with their peers allows us to see child strengths, observe children (inside and outside), study them, and learn from what they say. Watch their emotions—do they have a deficit or are they just highly active children?”

Professional Feedback

The professionals (early childhood educators, Qeq staff, and kindergarten teachers) were also excited about the assessment for learning approach and how useful it was to document the child learning they observed in the Qeq program in the portfolios. They liked the strengths-based focus and how it allowed children and families to share in the documentation of learning. They believed using learning stories helped them to think more about the influence of culture and language on the children’s learning and to expand on the language and cultural aspects of the Qeq experience. Several professionals shared how important the Elders and the Aboriginal educators were to helping them connect child learning and culture.

The professionals emphasized the importance of the assessment for learning orientation before the Qeq program began and how more training would help them build skills and better understand the approach.

The professionals also voiced some concerns. While they wanted to continue using the assessment for learning approach, they admitted that it was time-consuming. They suggested creating ways to reduce the time it takes to take pictures, document learning, and use the format to share information about the child’s learning with families and other educators. One professional suggested creating an application that could be used on smart phones or iPads to increase capacity to collect and document the learning. They believed creating a more efficient way to collect information would increase the amount of documentation about each child. The information could then be used to create a more complete picture of the child’s learning and provide important information for the debrief that concluded

each day. Later, after the Qeq summer program, the documentation could also inform kindergarten teachers (with parent authorization).

Some key ideas brought forward by participants related to the documentation of learning include:

•Keepthelanguage,questions,andformatssimpleand easy to use.

•Helpustointerpretwhatweobserveduringchildren’s activities and how the things we are doing might apply to cultural learning.

•Usetheportfoliosandlearningstoriesasafocusfor debrief discussions. These could provide important information about the child and help us to learn from each other as well!

•Providemorethoroughorientationandtrainingabout the Qeq curriculum and assessment for learning methods to help us improve our methods of tracking and interpreting child learning and development.

•Helpusfindmoreefficientwaystodocumentchildren’s learning (for example, using a smart phone, iPad, or laptop).



• Involvefamiliesmore.Theyneedtobeinvolvedinthe documentation of children’s learning as well.

•Figureoutwaystomoreeasilysharetheportfolios and learning stories with families and kindergarten teachers, keeping in mind the importance of confidentiality.

•Ensurefamiliesprovideongoinginputandauthorization to document their child’s information.

•Provideorientationforfamiliessotheyunderstandwhat learning stories are and how they can use them at home.

Research Related to Child Assessment PortfoliosPart of the research involved looking into the available tools for assessment. Below is an overview of digital tools and non-digital assessment documentation.

Digital Tools

Clearly, the families and educators involved in the assessment for learning processes related to child assessment highly valued the learning story approach to portfolio development. However, the educators suggested that a digital application on their iPads or cell phones would improve the efficiency of taking photos, creating learning stories for each child, and sharing the information with families. To assist the educators, staff, and kindergarten teachers, we did a limited review of some of the digital learning story applications currently available online. Kindergarten

teachers suggested two applications that are used in kindergarten classrooms at the June 8, 2017 meeting: Seesaw and FreshGrade. An early learning specialist recommended the online learning tool Storypark for preschoolers and kindergartners. Storypark, which was developed in New Zealand, has a cultural component to be more inclusive of the Maori people in that country.

While it was difficult to do a careful assessment of the documentation tools without actually using them, we’ve provided below brief summaries about each of the assessment tools. Rather than recommending one over another, we have provided information about each of the tools so that the Qeq staff can choose the one that they think would work well for them. We offered to bring the educators together after the Qeq summer 2017 program to facilitate a discussion about the usefulness of the documentation format that they used and look at other models as needed.

Seesaw (https://web.seesaw.me)

Seesaw is a formative assessment tool developed for students in kindergarten to grade 12. The tool allows a variety of media—photographs, videos, audio recordings, and drawing tools—to support documentation of learning. While standards are identified for teachers, it is possible to modify the standards to be a better fit with individual teacher objectives for their students. A one to four star rating is used to give a real-time understanding of how students are progressing towards key curriculum objectives. Students can include their own comments about their learning and document their own learning. Families can be invited to view updates on their child’s progress. The tool has a feature that ensures teacher approval prior to all posts by families, students, and other authorized contributors. Seesaw has a privacy policy which describes the extent to which privacy is protected when using the website.

The tool works with a number of different platforms including IOS, android devices, Kindle Fire, Chrome books, and computers with Chrome and Firefox. Seesaw has a free 30-day trial. Ongoing support is provided for teachers.

“ I think it’s important to see the whole child. The assessment should be holistic and show how the child’s little gifts are starting to come out.”

(Elder Participant, March 2017)



FreshGrade (https://www.freshgrade.com)

FreshGrade is an educational tool (kindergarten through elementary) that is used for documenting student learning. Headquartered in Kelowna, BC, the digital platform helps to streamline documentation for teachers and gives families a way to communicate and stay informed about their child’s learning. FreshGrade encourages collaboration among teachers by providing a venue for sharing information about student progress, which can be either shared within individual classrooms and schools or across school districts. The focus of FreshGrade is to empower students to have direct input into their learning and the documentation of that learning. Learning objectives can be set by regional standards or individualized for students and classrooms. Teachers have commented that FreshGrade enhances a child’s capacity to stay in touch with a teacher’s assessment of their learning rather than waiting for report cards. The website says, “FreshGrade allows teachers and students to quickly capture learning in digital portfolios. With our platform, teachers can provide feedback and track progression by using a variety of custom assessment tools. While families are given ongoing communication about learning, students are given the opportunity to self-reflect on their growth.”

FreshGrade has a clearly delineated privacy and security policy. It is free for use by teachers, and supports are available online for teachers.

Storypark (https://www.storypark.com)

Storypark is a digital assessment tool that was developed in New Zealand and widely used in Canada and internationally. Storypark is focused on children in the early years through kindergarten. Teachers are able to create objectives and curriculum frameworks using pre-set curriculum, and they can individualize the platform with personal curriculum goals and philosophies as required. E-portfolio records can be shared among teachers as children transition. A wide variety of tools are available to document and share children’s learning including photographs, audio and video recordings, and PDFs. The website says, “Storypark’s reporting features make it easy to see each child’s progression, unique

interests and family involvement. Notice emerging trends and compare curriculum use over time—great for planning!” Storypark has the added feature of a teacher portfolio that can be used for documenting teacher’s professional learning.

Storypark has clearly delineated privacy and security policies and also provides a free 30-day trial. Online details (at the time of this report’s publication) indicate a longer term cost of approximately $10 per child. Resources and support for the digital service are available online.

Non-Digital Documentation

Educators, teachers, and other staff expressed concerns about those individuals who do not have easy access to cell phones and computers and may wish to use hard copy versions of the portfolios. To address this concern, the researchers have developed a format for research and assessment purposes that can be printed. The paper version is similar to what has been used in the previous Qeq programs (2014, 2015, and 2016). The template provided is based on work completed earlier by Patrician Holborn during the Qeq curriculum development phase of the project. See Appendix A.

The Qeq College Transition Year Project Curriculum Framework (2014) is available through Tillicum Lelum Aboriginal Friendship Centre. This document provides information such as curricular learning outcomes and other resources and support that could be used to create Qeq specific philosophy, goals, and learning outcomes for portfolio and other documentation.

In the spring 2013, the BC Aboriginal Child Care Society published a document Aboriginal Early Childhood Development Assessment: Issues and Insights in a Cultural Context (McDonell & Beaulieu). This project was funded by the National Collaborating Centre for Aboriginal Health. The research for this document involved a scan of the screening and assessment literature. In the conclusion of the document, the authors synthesized the issues and insights that they had drawn from their investigation. The work may be useful to the educators and teachers planning child assessment strategies. See Appendix D for the synthesis of the issues and insights from this research.


CONCLUDING COMMENTS

A s Tillicum Lelum Aboriginal Friendship Centre and the Vancouver Island University’s AECD Chair wind up this phase of their work

together, it is helpful to note how the data generated in each phase of the Qeq College Transition Project so clearly reiterated many similar issues and themes. These themes emphasize the importance of building positive relationships and trust between children, families, Elders, and professionals (Qeq early childhood educators and kindergarten teachers); reinforcing the centrality of language and culture in the program; involving Elders and other respected community members in the development of rich cultural and language experiences; continuing to strengthen holistic and culturally appropriate curriculum and teaching strategies for both the Qeq educators and the kindergarten teachers; and developing strong family and community engagement strategies. The recurrence of these themes has underscored for the partners the importance of continuing to strengthen these areas.

The qualitative research methods used in the projects ensured that the needs and ideas shared by the Elders, families, and professionals validate the Aboriginal way of bringing forth an oral tradition.

The analysis each year has helped the partners to inform, interpret and integrate the voices of the community into all aspects of the Qeq program.

The Qeq project’s awareness of and value for cul-turally appropriate and sensitive Aboriginal early childhood education has incidentally aligned with the final report of the Truth and Reconciliation Com-mission of Canada’s Calls to Action. The twelfth call to action of the Truth and Reconciliation Commission states, “We call upon the federal, provincial, territo-rial, and Aboriginal governments to develop culturally appropriate early childhood education programs for Aboriginal families.” (2015, p. 152). Irwin, Siddiqi and Hertzman (2007) affirmed the importance of political positioning and funding for early childhood education: “Governments must recognize that effective invest-ments in the early years are a cornerstone of human development and central to the successful societies” (p. 15). The work of the Qeq College Transition Project with the support of the Urban Aboriginal Knowledge Network and Vancouver Island University Research Awards Committee has the potential to move the Indigenous community in the Snuyneymuxw Territory one step closer to realizing the Truth and Reconcilia-tion Commission’s Calls to Action.


Ball, Jessica. (2005). Early Childhood Care and Development as Hook and Hub for Inter-Sectoral Service Delivery in First Nations Communities. Journal of Aboriginal Health 2(1).

Beaton, W. & McDonell, L. (2014). Kindergarten Transitions II: A Scan of Existing Supportive Programs for Aboriginal Children and Families in British Columbia. Nanaimo, BC: Urban Aboriginal Knowledge Network

Beaton, W. & McDonell, L. (2013). The Transition into Kindergarten: A Community Approach to Integrating a Child’s Fragmented World. Nanaimo, BC: Tillicum Lelum Friendship Centre & Coast Salish Employment and Training.

Holborn, P. (2014). Qeq College Transition Year Project Curriculum Framework. Nanaimo: Tillicum Lelum Aboriginal Friendship Centre.

Irwin, L. G., Siddiqi, A., & Hertzman, C. (2007). Early Child Development: A Powerful Equalizer. Vancouver: Human Early Learning Partnership.

McDonell, L. (2016). Qeq College Transition Year. Final Evaluation Report (2015–2016). Nanaimo, BC: Urban Aboriginal Knowledge Network & Vancouver Island University Research and Scholarly Activity Committee.

McDonell, L. (2016). Developing Culturally Sensitive Evaluation and Assessment Tools for Early Childhood Program. Research Report to the Urban Aboriginal Knowledge Network (2015-2016). Nanaimo, BC: Urban Aboriginal Knowledge Network & Vancouver Island University Research and Scholarly Activity Committee.

McDonell, L. & Alphonse, D. (2012). Learning, Growing and Leading. Nanaimo, BC: Vancouver Island University.

McDonell & Beaulieu. (2013). Aboriginal Early Childhood Development Assessment: Issues and Insights in a Cultural Context. https://www2.viu.ca/chairaecd/documents/ChildDevelopmentScreeningandAssessment_2013.pdf.

Tillicum Lelum Aboriginal Friendship Centre. (2016). Qeq College Transition Year Project Curriculum Framework. Draft document prepared by Patricia Holborn in collaboration with the Qeq College Transition Year Project Committee. Nanaimo, BC: Author. https://www2.viu.ca/chairaecd/documents/QEQCollegeTransitionYearProject_TillicumLelum.pdf.

Truth and Reconciliation Commission of Canda. (2012). Truth and Reconciliation: Calls to Action http://nctr.ca/assets/reports/Calls_to_Action_English2.pdf.

REFERENCES


Appendix A

The Assessment for Learning: Child Assessment Portfolio1

1 The Child Assessment Portfolio is based on the Assessment for Learning (Section E) in the Qeq College Transition Year Project Curriculum Framework (revised 2016) prepared by Patricia Holborn in collaboration with the Qeq College Transition Year Project Committee.

A child’s portfolio is a scrapbook-like tool for teachers and families to share. It contains strength-based evidence of what the child

is able to do and is learning to do.

The documentation in a child’s portfolio helps professionals and families answer the three questions of assessment for learning: Where is the child now? Where do we need to go next? How can we best get there?

The portfolio will tell a story of the child’s experiences and holistic growth and physical, cognitive, social, emotional, cultural, and spiritual development.

A portfolio is not a finished product. It is a living and changing collection of evidence showing that a child is growing and learning over time. Its purpose is to make the child’s learning visible so that everyone can appreciate the child’s abilities and progress and support their next steps.

Everyone who works with the child, including families can contribute to the portfolio if they understand its purposes. It is important to focus on areas of development that are a priority for each child and family, rather than trying to document everything.

While families and teachers may not be familiar with strength-based assessment, once they begin to use it they will be more likely to notice and appreciate this positive evidence of children’s growth and learning.

Children can also contribute to their own portfolios. Most three to five year old children can talk about what they are learning to do, especially when they can see themselves in a snapshot or videotape.

A strength-based learning story is a type of holistic, in-formal assessment. It shows something positive about the way a child is engaged in an everyday activity. It makes the child’s strengths visible to others. Children’s strengths are most visible when they feel safe and comfortable. This usually happens during play, when they are engaged in activities of their own choice.


Appendix A

•Curious

•Patient

•Respectful

•Goodlistener

•Senseofhumour

•Creative

• Inventive

•Sharesideas

•Sharesbelongings

•Brave

•Knowssomecultural practices or protocols

•Artistic

•Musical

•Physicallystrong

•Goodstoryteller

•Spirituallyaware

•Kind

•Generous

•Considerate

•Gentle

•Positive,happy

•Persistent

•Asksquestions

•Expressive

•Focused

•Flexible

•Helpful

•Enthusiastic

• Imaginative

•Calm

•Connectswithanimals

•Respondstonature

•Sensitivetofeelings

•Knowshowtouseatool

•Knowshowtousematerials

•Knowslotsofwords

•KnowssomeAboriginallanguage

•Enjoysgames

•Energetic

•Responsible

•Reflective

Collecting photos

•Keepadigitalcameraoryourcellphonehandy.Tell your children you are taking pictures to show their strengths and gifts. Take lots of photos while children are at play. Both indoor and outdoor photos are great.

•Focusonchildren’sstrengths in action (playing, sharing, reading, working, either independently or with friends or siblings, outside in the sandbox, indoors).

•Createphotocopiesofpicturesyouwouldliketoshare that are large enough for others to see clearly. Colour copies are not necessary unless the colour is essential to the message.

Sharing Learning Stories

•Showchildrenthephotoswithbriefstoriesnexttoeach photo.

•Readthelearningstorieswiththechildren.

•Askchildrenwhattheythink.Askthem,“Whatishappening here? What were you doing? What are your friends doing?”

•Writethechild’swordsdown.

•Tellthemwhatyounoticedandnamethestrengthsyou saw in the play you photographed.

•Modelhowtolookforstrengthsbysaying“Itookthis picture because I noticed . . . ” Invite children to look for strengths in others.

•Takephotosasoftenasyoucan.

•Teacherscanputthechildren,family,andstaffstories together to build the child’s portfolio of strengths!

Words to help describe what you see in positive language


Appendix A

Blank Learning Story Template

This template is based on an assessment tool designed for the Qeq College Transition Year Project Curriculum Framework by Patricia Holborn in collaboration with the Qeq College Transition Year Project Committee (2016; pp 193-194).

What is happening? (Include a description of what the teacher, parent, or Elder observe.)

Cultural learning: (This space can be used to document the child’s learning and how it relates to the language and culture of the community.)

What now? (This space can be used to document suggestions for building on the child’s knowledge and skills with future activities.)

Insert photo here.

Child says:

Parent says:

Elder says:

A story about ____________________________

Describe relevant child strengths:

Describe knowledge or skill:


Appendix A

Sample Learning Story

A Story About Julia is based on an assessment tool designed for the Qeq College Transition Year Project Curriculum Framework by Patricia Holborn in collaboration with the Qeq College Transition Year Project Committee (2016; pp 193-194).

Appendix C: Sample Learning Story

A Story About Julia

Insert Photo Here

Child says: That’s me painting. It was hot outside. The pain dried fast!

Parent says: Julia loves her paints. She often asks if she can paint at home. She is really careful about placing her colours now and names them.

Elder says: The Qeq teachers understand the importance of creating a positive learning environment for children.

Describe knowledge or skill:

Julia is demonstrating development of eye-‐hand coordination and fine and large muscle development as she places her colours carefully and manipulates the paint brush with growing skill. She is showing knowledge of colour and is beginning to mix colours to make new ones.

Describe relevant child strengths: Julia regularly shows confidence in choosing activities. She is quickly learning the names of all the colours, often pointing them out as she reads or works with felt pens, pencils and paints. She also shows responsibility by her volunteer efforts to tidy up.

What is happening? (Include a description of what the teacher, parent, or Elder observe.)

When Julia arrived outdoors this morning she smiled a big smile and ran straight to the painting easel. She took time to check out the colours and then painted each part of her painting, placing each colour carefully next to the other. When she was done, she asked the teacher to put name on it and carried it cautiously to the drying rack


Appendix A

[FOOTNOTE]

A Story About Julia is based on an assessment tool designed for the Qeq College Transition Year Project Curriculum Framework by Patricia Holborn in collaboration with the Qeq College Transition Year Project Committee (2016; pp 193-‐194).

Cultural learning (This space can be used to document the child’s learning and how it relates to the

language and culture of the community.)

Julia is showing a love of the outdoors and always seems relaxed and happy in that space. She often gazes up at the trees and sky showing a keen awareness of her natural surroundings. The Elders say that this is evidence of a growing connection to the land—a strong cultural value of her family and First Nation community. She is also showing a responsibility to others by putting her things away, also an important cultural value.

What now? (This space can be used to document suggestions for building on the child’s

knowledge and skills with future activities.) Julia would benefit from expanding her painting activities at Qeq. We could try introducing other types of painting (hand-‐painting, small brush painting) with just primary colours for Julia to experiment with.


Appendix BEarly Childhood Development Assessment: Issues and Insights in a Cultural Context

Page 26 Insights and Issues in a Cultural Context

FIGURE 1—Categories of Insights Related to Screening and Assessment Tools & Approaches

Linguistic Relevance Child-Focused Cultural Relevance and Sensitivity

Developmental Appropriateness

Ensuring the language

used is relevant and easy to comprehend. (This varies across de-velopmental stages and is influenced by the family’s first language and cultural context.)

Language used in inter-preting data will influ-ence the way it is re-ceived and understood.

Ensuring assessment en-vironments are familiar, safe and comfortable.

Ensuring a strength-based approach is used (that is, focus on what children know and can do rather than what they do not know or are unable to do).

Ensuring that assessment is a process that empow-ers and builds self-esteem and confidence.

Ensuring that the tool used for assessment is reflective and respectful of the child’s culture (values, customs, tradi-tions) and ethnicity.

The analysis of the as-sessment data considers contextual factors and is responsive to parent and family input at each stage.

Families inform what is measured and what is done once information is collected.

Ensuring that the tool used for as-sessment is reflec-tive of the age and stage of child devel-opment.

Ensuring that the tool used reflects a holistic framework – that is, social, emotional, cogni-tive, physical and spiritual aspects of development are all considered.

Available and ap-propriate resources for family and ECD practitioners.

Competence of Assessors Assessment Approaches Parent, Family, Community Involvement

Assessor is well trained, culturally sensitive, and culturally compe-tent.

Assessor is able to judge the suit-ability of the tool for the assess-ment they wish to undertake.

Assessor is committed to an ongo-ing and multi- approach process rather than an ‘isolated’ assess-ment event.

Assessor is skilled at engaging children, families, community, other co-workers, and other pro-fessionals in the assessment proc-ess.

Assessment tools are reliable and valid (determined through a psychometric evaluation).

Assessment approaches com-prise multiple developmental domains.

Assessment tools are viewed as only one aspect of an over-all assessment process.

Multiple approaches are used to ensure the child’s develop-ment is considered holistically and over time.

Inclusion and involvement of par-ents, families, guardians, teachers, Elders, and community members throughout the assessment proc-ess – that is, before, during and after assessment.

Providing families with informa-tion about screening and assess-ment – what it is and why it is im-portant.

Child development is considered in an ecological context: the fam-ily, community and culture are sees as interactive developmental influences and therefore essential to gathering and understanding assessment data.

FIGURE 1—Categories of Insights Related to Screening and Assessment Tools & Approaches

Reprinted from McDonell & Beaulieu. (2013). Aboriginal Early Childhood Development Assessment: Issues and Insights in a Cultural Context. https://www2.viu.ca/chairaecd/documents/ChildDevelopmentScreeningandAssessment_2013.pdf.


APPENDIx BPage 27

Insights and Issues in a Cultural Context

Insights

May be singularly focused on one development

domain. May be focused on several developmental do-

mains. Are valid, reliable if standard, recognized tools

are used. If psychometric characteristics are clearly evi-

denced in research (for many tools). May be simple to complete. May be more flexible (eg. family, teacher input). Are sometimes modified for cultural, language

content.

Issues Are more complex processes so may require ad-

ministrative support. May be more time consuming. May result in lack of family, community input to

design, development, implementation, and analysis of assessment.

May be focused on specific developmental do-main(s).

May be more vulnerable to cultural and linguistic issues.

May require more specific training. Comfort and safety of the child may be more

likely compromised. Will be more easily compared if large and diverse

samples are used. Tend to be more deficit focused. Can be disempowering for children, and families,

thus limiting involvement and emphasizing defi-cits.

Insights

Are open to input from all involved (child,

family, teacher). Are Child-guided. Are Strength focused. Are a good fit with multiple approaches. Are flexible. Are empowering for child and family. Are culturally flexible. Are linguistically flexible. Are comfortable and safe. Are open to multiple developmental do-

mains. Are a natural vehicle to assess over time. Are open to reflective planning and teach-

ing. Are helpful methods to observe connec-

tions that children are making that may not be visible in standard assessment.

Issues

Are more complex processes. Require thorough and ongoing training. May require more time to implement. Must reflect the child and families’ cultural

and linguistic experience. Challenge early childhood educators and

school teachers to take assessment to the next level. That is, that they clarify and interpret their insights about what is learned regarding the child's development in the assessment process.

Standard Assessment Approaches:

Non-Standard Assessment Approaches (Assessment

for Learning):

FIGURE 2 —Standard and Non-Standard Assessment Approaches: Insights & Issues FIGURE 2 —Standard and Non-Standard Assessment Approaches: Insights & Issues

Reprinted from McDonell & Beaulieu. (2013). Aboriginal Early Childhood Development Assessment: Issues and Insights in a Cultural Context. https://www2.viu.ca/chairaecd/documents/ChildDevelopmentScreeningandAssessment_2013.pdf.


Appendix C

Qeq Program Statistics, 2014–2016

2014 2015 2016

Number of children enrolled in summer program 17 19 40

Number of children completing summer program 16 17 37

Number of children attending public school kindergarten

Total: 11 Total: 13

Bayview 2

Georgia 6

Rock City 1

Pleasant Valley 1

Chase River 1

Park Avenue 2

Total: 27

Bayview 11

Georgia 5

Rock City 1

Pleasant Valley 1

Chase River 2

Brechin 1

Quaterway 1

Departure Bay 1

Number of children attending other kindergarten programs

Total: 4

Qwam Qwum 3

Nanaimo Aboriginal Centre 1

Total: 2

Qwam Qwum 2

Total: 14

Qwam Qwum 13

Queen Margaret 1

Number of schools involved 7 9 10

Number of kindergarten teachers 8 11 12

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