Transitions to Early Childhood Education and Care for Indigenous Children and Families in Canada: Historical and Social Realities

Abstract

The transition into formal early learning settings, such as preschool and child care, represents a significant milestone for children and families. This paper explores the perspectives of 25 indigenous parents and family members and two caregivers reflecting on the transition of the indigenous children from their home to an early childhood development program in a large urban centre in western Canada. Our findings suggest that the transition experiences begin well before indigenous children and families join a program. There are factors that facilitate their participation, such as costs, transportation and location. How these parents negotiate their transition is impacted by their historical experiences with schooling and the place of culture and language in supporting their children and families. Early learning programs need to understand the social, cultural and historical realities that shape the transition experience for indigenous children and families.