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PROGRAM OVERVIEW
 Introduction
Aboriginal Head Start (AHS) in Urban and Northern Communities is a Health
Canada-funded early childhood development program for First Nations,
Inuit and Métis children and their families. The primary goal
of the initiative is to demonstrate that locally controlled and designed
early intervention strategies can provide Aboriginal children with a
positive sense of themselves, a desire for learning, and opportunities
to develop fully as successful young people. There are 126 AHS sites
in urban and northern communities across Canada.
AHS projects typically provide half-day preschool experiences that prepare
young Aboriginal children for their school years by meeting their spiritual,
emotional, intellectual and physical needs. All projects provide programming
in six core areas: education and school readiness; Aboriginal culture
and language; parental involvement, health promotion; nutrition; and
social support.
Projects are locally designed and controlled, and administered by non-profit
Aboriginal organizations. AHS directly involves parents and the community
in the management and operation of projects. Parents are supported in
their role as the child's first and most influential teacher, and the
wisdom of elders is valued.
If you are searching for information regarding the First Nations Head
Start On-Reserve Program, click
here
Mission and Mandate
First Nations people, Métis and Inuit recognize children as their
nations' most valuable resource. Thus, Aboriginal Head Start will provide
comprehensive experiences for First Nations, Métis and Inuit children
up to 6 years of age and their families, with primary emphasis on preschoolers,
3-5 years of age. The program will be based on caring, creativity and
pride following from the knowledge of their traditional community beliefs,
within a holistic and safe environment.
The primary goal of this initiative is to demonstrate that locally
controlled and designed early intervention strategies can provide Aboriginal
preschool children in urban and northern settings with a positive sense
of themselves, a desire for learning and opportunities to develop fully
and successfully as young people.
AHS Beliefs and Values About Children
While First Nations people, Métis and Inuit have distinct cultures
and languages, they also share common beliefs, values and histories.
It is with this in mind that the Statement of Beliefs and Values about
Children was written.
We believe...
- That children are a gift from the Creator.
- That our children have a right to live proudly as Aboriginal people
in the lands of their ancestors.
- That children have a right to learn their respective Aboriginal language(s)
and histories, and adults have a responsibility to pass on the instructions
that the Creator gave in the beginning of time as are reflected in
our languages, cultural beliefs and cultural practices.
- That each child is part of what makes a community whole.
- That it is essential for children to develop meaningful relationships
with Elders, the carriers of knowledge and history.
- That children, under the guidance of Elders, will learn to love learning
throughout their life.
- That adults are community role models who are to teach children how
to live a good life.
- That children deserve opportunities to gain knowledge and experience
of how to live a good life.
- That children acquire knowledge by watching, listening and doing,
and adults are responsible for encouraging and guiding them in all
those activities.
- That children, through being loved, valued and encouraged, will gain
the courage, the strength and the wisdom to use the power of a good
mind and spirit in all that they do.
- That children have a right to enjoy the opportunities that education
offers.
- That children have a right to live in healthy, self-determining communities
that are free of violence.
AHS Program Components
The focus of each AHS project is on Aboriginal preschool children and
their families and includes programming in each of the following six
program component areas.
1) Culture and Language
The purpose of the Culture and Language Component is to provide children
with a positive sense of themselves as Aboriginal children and to build
on the children's knowledge of their Aboriginal languages and experience
of culture in their communities. More specifically, projects will enhance
the process of cultural and language revival and retention, with the
ultimate goal that, where possible, children will aspire to learn their
respective languages and participate in their communities' cultures after
AHS.
2) Education and School Readiness
The purpose of the Education Component is to support and encourage each
Aboriginal child to enjoy life-long learning. More specifically, the
projects will encourage each child to take initiative in learning and
provide each child with enjoyable opportunities to learn. This will be
done in a manner which is appropriate to both the age and stage of development
of the child. The ultimate goal is to engage children in the possibility
of learning so that they carry forth the enthusiasm, self-esteem and
initiative to learn in the future.
3) Health Promotion
The purpose of the Health Promotion Component is to empower parents,
guardians, caregivers and those involved with AHS to increase control
over and improve their health. More specifically, the projects will encourage
practices for self care, working together to address health concerns,
and the creation of formal and informal social support networks. The
ultimate goal is for those involved with AHS to take actions that contribute
to holistic health.
4) Nutrition
The purpose of the Nutrition Component is to ensure that children are
provided with food which will help meet their nutritional needs, and
to educate staff and parents about the relationship of nutrition to children's
ability to learn, physical development and mental development. Mealtimes
provide opportunities for sharing, teaching and socializing. The ultimate
goal is to empower children and parents to develop or enhance nutritional
eating habits that will be maintained following the children's AHS experience.
5) Social Support
The purpose of the Social Support Component is to ensure that the families
are made aware of resources and community services available to impact
their quality of life. The project will assist the families to access
resources and community services. This may mean that the project will
work in cooperation with the service providers. The ultimate goal of
this component is to empower parents to access assistance and services
which will support them to be active participants in their children's
lives and AHS.
6) Parental and Family Involvement
The purpose of the Parental and Family Involvement Component is to support
the parents' and family's role as children's primary teachers. The parents
and family will be acknowledged as contributors to the program through
involvement with a parent body or participation in and/or contribution
to classroom activities. This component provides the opportunity to empower
parents to bring forth gifts and further develop as role models for children
and in their communities. The ultimate goal is for parents and caregivers
to complete the program being more confident, and assertive and having
a deeper understanding of their children than when they began the program.
Source: Aboriginal Head Start: Principles and Guidelines
AHS Fact Sheet
What is AHS?
- Aboriginal Head Start (AHS) is a Health Canada-funded, early intervention
strategy for First Nations, Inuit and Metis children and their families
living in urban centres and large northern communities. Aboriginal
Head Start projects typically provide structured half-day preschool
experiences that prepare young Aboriginal children for their school
years by meeting their spiritual, emotional, intellectual and physical
needs.
- Each project provides programming in the following areas: Culture
and Language, Education and School Readiness, Health Promotion, Nutrition,
Social Support and Parental Involvement.
Projects
- There are currently 126 AHS sites across Canada in nine provinces
and three territories. In 1998, a major expansion of Aboriginal Head
Start to First Nations communities on reserve began. First Nations
Head Start On Reserve is managed by the First Nations and Inuit Health
Branch.
How is AHS (Urban/Northern) Managed?
- Aboriginal Head Start projects are sponsored by local Aboriginal
non-profit organizations. AHS supports the parent/caregiver in their
role as the natural advocate and teacher of the child. Parents are
directly involved in the design, implementation and management of local
projects.
- Health Canada Regional Offices administer contribution agreements
and work directly with projects to ensure program quality. The AHS
National Office in Ottawa provides national coordination, leadership,
resources, training and coordinates a national evaluation of the program.
A National Aboriginal Head Start Council provides Health Canada with
expertise, and ensures project and regional-level input into the operation
and management of the program.
Who is Served by AHS (Urban/Northern)?
- Approximately 3,900 Aboriginal children are enrolled in AHS projects.
AHS targets Aboriginal children zero-to-six years of age with a primary
emphasis on three-to-five year old Aboriginal children and their families.
- Parents/caregivers and extended family are serviced by the AHS program
through the utilization of the supportive social networks that the
programs have established with other agencies and organizations. Parents
and families are actively involved in all aspects of the program.
What do Projects Offer?
- AHS projects assist parents and caregivers in developing the necessary
skills to actively contribute to their child's healthy development,
and to increase their confidence as parents and improve family relationships.
Generally, AHS projects operate four days per week, with 30-40 children
in morning and afternoon sessions.
"What has really helped me is learning how to communicate
with my child. The AHS program has been a blessing". - AHS Parent
What is the Effect of the AHS Program?
- Local project evaluations and ad hoc community reporting reveals
major gains in all areas of children's development and improved parenting
skills in parents. AHS incorporates six components that support healthy,
holistic early childhood development. A National Process and Administrative
Evaluation Survey is conducted annually which collects data regarding
AHS's team characteristics, project administration and co-ordination,
program participants and their communities, the delivery of and strategies
and plans associated with program components, program needs and program
finances. A National Impact Evaluation is in progress. It will demonstrate
the impact that AHS is having on the children families and communities
participating in AHS.
"The strength of the program is the concept of bringing Aboriginal
kids together to celebrate their uniqueness in a context of learning.
It also helps them access a learning environment that provides social,
pre-academic and skill stimulation." - Community Service Provider
Frequently Asked Questions
How was Aboriginal Head Start designed? Was
it designed and is it managed by Aboriginal people?
- Consultation sessions on the design of AHS took place in 25 cities
and towns, including all the provincial and territorial capitals. Urban
centres and northern communities of various sizes were visited to ensure
a broad base of consultation. Representatives of approximately 300
organizations across Canada, including provincial/territorial governments
and Aboriginal (First Nations, Métis and Inuit) organizations,
participated in consultation sessions in each province and territory.
- In addition to these face-to-face consultation sessions, 400 discussion
papers were distributed to Aboriginal organizations throughout Canada.
Written responses were received from more than 40 of the organizations.
As a result of these consultations, there was broad support in urban
and northern communities for the general outlines of the program design.
The design includes local Aboriginal control, parental involvement,
a philosophy of early intervention and a program design consistent
with local Aboriginal cultures and values. Research on the effects
of early intervention programs further reinforces community support
for the development of an Aboriginal Head Start Program. For more information
consult the National Principles and Guidelines document.
- Year 2001 evaluation survey results tell us that Aboriginal people
occupy 90 percent of full-time positions and 87 percent of part-time
positions in AHS projects across the country. The National Principles
and Guidelines state that projects will: promote local hiring; ensure
that preference is given to Aboriginal people for staffing; and fill
the positions with qualified people in cases where a shortage of qualified
Aboriginal staff members exist while placing an emphasis on training
of Aboriginal candidates.
- The National AHS Council (NAHSC) also plays a key role in determining
national priorities for the program. It is made up of Aboriginal community
AHS representatives. Please visit the AHS Caregiver Resources section
of this site to learn more about the membership of and the role of
the NAHSC.
How did Health Canada determine which projects
in which communities would be funded?
- Health Canada announced the creation of AHS in 1995. To determine
which projects in which communities would be funded, an environmental
scan was conducted in all regions. This was done to determine where
the greatest need for the program was, and to identify where the greatest
concentrations of urban and northern Aboriginal people were.
Is there Health Canada funding available for
the creation of an Aboriginal Head Start project in my community?
- There is no new funding available to communities to open new AHS
projects. All of Health Canada's funding to AHS is currently committed
to the operation of existing projects. Should new funding become available,
a public announcement will made. When new funding becomes available,
the public announcement will be made available for download on this
website. For more detailed information regarding AHS funding in your
province or territory please contact the Regional Office of Public
Health Agency of Canada in your respective province or territory.
Does it cost money to send my child to Aboriginal
Head Start?
- No. It is free to send your child to an AHS centre. At most AHS centres
there are a variety of opportunities for parents and caregivers to
participate in programming and attend workshops or information sessions.
In many cases, transportation to and from the AHS centre is provided
for your child. Contact the AHS centre in your community for more specific
information regarding the availability of space and transportation.
Are there jobs available with the Aboriginal Head
Start Program? What kind?
- There are a variety of jobs available in AHS centres across the country.
AHS centres hire a variety of Aboriginal people with different kinds
of training and experience. Many centres employ teachers, culture and
language teachers, Elders, teacher's helpers, cooks, bus/van drivers,
support workers, parent outreach workers, janitors, administration
support, finance officers, and those trained in early childhood education
to name some. Contact the AHS centre in your community to find out
if there are positions available and what the requirements are. Also,
check the Public Service Commission's website for jobs available with
the Government of Canada.
- Contact the AHS centre in your community to find out how you can
volunteer with the program. A criminal reference check will be required
for all employees and volunteers to ensure the ongoing safety of program
participants.
National Principles and Guidelines
The mandate of Aboriginal Head Start is to:
- Foster the spiritual, emotional, intellectual and physical growth
of the child.
- Foster a desire in the child for life long learning.
- Support parents and guardians as the prime teachers and caregivers
of their children, making sure parents/caregivers play a key role in
the planning, development, operation and evaluation of the program.
- Recognize and support extended families in teaching and caring for
children.
- Make sure the local Aboriginal community is involved in the planning,
development, operation and evaluation of the program.
- Make sure the initiative works with and is supported by the other
community programs and services
- Ensure the human and financial resources are used in the best way
possible to produce positive outcomes and experiences for Aboriginal
children, parents, families and communities.
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