Developing culturally relevant assessment processes for First Nations early childhood development programs

• Other Authors: Sterling, Suzanne (Author), University of the Fraser Valley School of Social Work and Human Services (Degree granting institution), Paddock, Glen (Chair), Victor, Wenona (Committee member), Harding, Robert (Committee member)
• Format: Text
• Language: English
• Published: University of the Fraser Valley
• Subjects: Indigenous peoples > Education (Early childhood) > Canada; Indigenous peoples > Education (Early childhood) > New Zealand; LB 1139.3 C3 S74 2016; First Nations
• Online Access: https://ufv.arcabc.ca/islandora/object/ufv%3A160; https://ufv.arcabc.ca/islandora/object/ufv%3A315

This research investigated the possibility of developing an assessment tool for First Nations Early Childhood Development services that is respectful of First Nations worldviews and therefore culturally relevant, valid, and reliable. The research explored the successes and challenges of implementing early childhood assessment tools based upon Western society’s worldview with First Nations children and established whether it would be realistic and desirable to create an assessment tool for First Nations child development. Through sharing circles, conversations, and stories, participants from the Māori people of New Zealand and First Nations early childhood educators in British Columbia provided insight for the need to develop an assessment tool based upon a First Nations worldview, including guidance and direction to develop the assessment tool. This research emphasizes the need to conduct research in partnership with Indigenous people and provides recommendations for best practices when social workers are working with Indigenous people. Indigenous First Nations Māori Early Childhood Education Assessment Social Work