Aboriginal Head Start Urban and Northern Initiative
Principles and Guidelines
Revised: October 1998
TABLE OF CONTENTS |
I. |
INTRODUCTION |
|
A. |
Aboriginal Head Start Initiative Announced |
|
B. |
Purpose of the Principles and Guidelines |
|
C. |
The Need for Aboriginal Head Start |
|
|
|
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II. |
PROGRAM CONTEXT |
|
A. |
Statement of Beliefs and Values About Children |
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B. |
Scope of the Initiative |
|
|
1. |
Introduction |
|
|
2. |
Standards |
|
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|
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III. PROGRAM PRINCIPLES AND GUIDELINES |
|
A. |
Mission Statement and Overall Mandate |
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B. |
Principles 10 |
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C. |
Guidelines - Program Components |
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1. |
Culture and Language |
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2. |
Education |
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3. |
Health Promotion |
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4. |
Nutrition |
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5. |
Social Support |
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6. |
Parental and Family Involvement |
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|
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D. |
Guidelines - Accountability and Management |
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1. |
Accountability |
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2. |
Locally Designed and Managed |
|
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3. |
Health and Safety |
|
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4. |
Community Based and Holistic |
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5. |
Children with Special Needs |
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6. |
Recognition of Cultural Diversity |
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7. |
Programming |
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8. |
Human Resources Management |
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9. |
Child:Staff Ratios |
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10. |
Partnerships |
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11. |
Sponsorships |
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12. |
Confidentiality |
APPENDIX A - Glossary of Terms |
I. INTRODUCTION
A. Aboriginal Head Start Initiative Announced
On May 29, 1995, the Honourable Diane Marleau, Minister of Health, announced
the launch of the Aboriginal Head Start Initiative. Minister Marleau indicated
that the initiative fulfills the government's commitment, as stated in
the Red Book, Creating Opportunity, to develop an early intervention
program for Aboriginal children and their families who live in urban centres
and large northern communities, in consultation with Aboriginal groups
in Canada.
As stated by Minister Marleau, working in collaboration with existing
services and facilities, the Aboriginal Head Start Initiative is designed
to build on Aboriginal people's ideas, interests and commitment to positive
change. The ultimate goal of the initiative is to help parents and children
build a better future for themselves while being supported by community
partners. She added that," early intervention at a preschool age
gives children good self-esteem, a desire for learning and opportunities
to develop fully as young people."
Aboriginal Head Start directly involves parents and the community in
the design and implementation of preschool projects. Projects include
the promotion of cultures and languages, education, health, nutrition
counselling and improved social supports.
Aboriginal Head Start is designed for Aboriginal families living in
urban and large northern communities. In the initial four year pilot phase
from 1995-96 to 1998-99, $83.7 million has been invested in about one
hundred projects across the country.
Aboriginal Head Start is distinctive because of the extent of consultation
conducted with urban and northern Aboriginal communities in developing
Aboriginal Head Start goals and principles. Aboriginal people in 25 urban
and northern centres in all provinces and territories were consulted during
the design of the initiative.
Funding for this initiative was provided in the February 1995 Federal
Budget.
B. Purpose of the Principles and Guidelines
The Aboriginal Head Start Initiative Principles and Guidelines have
been developed to provide the basic fundamentals for the initiative. These
have been designed so that Aboriginal Head Start Projects will strive
to achieve excellence while meeting or exceeding relevant, applicable
provincial and territorial child care and preschool standards and regulations.
Regionally and locally developed projects will follow the National Principles
and Guidelines to ensure program quality and consistency. This allows
for the celebration of the diverse Aboriginal communities and their cultures
across Canada, while simultaneously providing children with a similar
experience that will encourage children to take initiative in learning
and foster their desire for life-long learning.
This document is designed so that Projects may follow the guidelines
and develop strategic plans and work plans including goals and objectives
that are specific to each community and Project. The guidelines are intended
to be broad enough to allow for community diversity and, at the same time,
be specific enough so Projects can implement the guidelines.
It is understood that some guidelines may not be met due to challenges
of remoteness. For example, some communities do not have immediate access
to health care professionals. In these communities, you are asked to consider
the intent of the guideline and to strive to fulfill its intent. For example,
children's physical health needs can be addressed by having medical professionals
visit. Where this is not possible, you are asked to look for alternatives
to address those needs.
The National Aboriginal Head Start Committee (NAHSC) provided direction
to the Health Canada National Office to manage the revision of the Principles
and Guidelines that were developed and approved in December 1996. The
revision process was developed and implemented in consultation with the
NAHSC Principles and Guidelines subcommittee and the NAHSC.
A Health Canada Program Officer facilitated discussion groups, in partnership
with regionally-based Health Canada Program Managers and Consultants in
each region. A revision workbook was designed, based on regional discussion
sessions, to examine the relationship between Projects and Sponsors; Parental
Involvement; Children with Special Needs; Provincial/Territorial Licensing
and Criminal Record Checks; and all other guidelines. The workbook was
distributed to all Projects and Program Consultants and sixty were returned.
The discussion sessions and workbooks are important resources which were
used in the revision.
The revised Principles and Guidelines have been written to clarify key
issues, respond to questions and elaborate on certain guidelines. They
are intended to contribute to Project development and management throughout
the life of the initiative. They should be a key resource that is reviewed
for strategic planning and the development of policies and procedures.
C. The Need for Aboriginal Head Start
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.
Research indicates that:
- Effective early intervention programs for children provide for the
needs of the whole child, for the needs of the family through support
services, and for the involvement of parents, who are the child's first
and most influential teachers.
- Early intervention preschool programs benefit parents as well. Many
parents report improved relationships with their children, greater life
satisfaction and psychological well-being, resulting from the supportive
social networks that many preschool community-based programs offer.
- There is a critical relationship between family economic circumstances
and child mental and physical health. Children living in poverty are
at higher risk for illness, psychological problems and death than children
who do not.
- The area in which " whole-child" early intervention programs
have had most lasting impact is in physical health and well-being. Long-term
studies have found that children who have participated in American Head
Start, have better health, immunization rates and nutrition as well
as greater social and emotional stability than their peers who did not
participate in the program.
- The presence of a Head Start-like early intervention program for children
enhances a community's capacity to meet local needs in health care and
education. Researchers have found that linking families with local services
is often much more successful than creating new services or delivery
mechanisms.
- Successful community intervention programs on behalf of children often
achieve best results through compatibility with educational initiatives.
Good coordination with the educational system is therefore important
to community programming.
Early intervention program research, along with the need and desire
expressed by Aboriginal communities for a program that will meet the needs
of their children, underlies the development of the Aboriginal Head Start
Initiative. The following document addresses the principles, goals, objectives
and guidelines of the program.
II. PROGRAM CONTEXT
A. Statement of 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.
B. Scope of the Initiative
1. Introduction
First Nations, Métis and Inuit values, traditions and approaches
to early intervention programs for children will shape the Aboriginal
Head Start Initiative as it evolves. Communities need a holistic approach
that will focus on Aboriginal preschool children and include: culture
and language, education, health promotion, nutrition, social support programming
and parental involvement. For any Aboriginal Head Start project to be
effective, it will have to complement and be coordinated with other services
directed at children and families in order to achieve the goals and objectives
of First Nations, Métis and Inuit communities.
Within communities, the range of services for children and families
can include family healing support, health services, child welfare and
early intervention programs. At the community level, these work together
in a flexible way to meet the needs of children and families. The focus
of this initiative is on direct service to children and families. As such
the development of Aboriginal Head Start projects through this initiative
must meet child, family and community needs. Aboriginal Head Start projects,
therefore, need to establish relationships with related community programs
while recognizing that communities can also shape their projects to meet
families' social and economic goals. Where services to Aboriginal children
and families are lacking in the community, the AHS projects may begin
to fill the gap in services to Aboriginal children and families.
The Aboriginal Head Start Initiative must not only be diverse and flexible
enough to meet the range of needs of First Nations, Métis and Inuit
families, but also focus on providing programs that promote and protect
Aboriginal languages and cultures. The Aboriginal Head Start Initiative
must be structured to ensure the development of locally controlled projects.
In doing so, Aboriginal Head Start projects will reflect the uniqueness
of First Nations, Métis and Inuit communities and cultures, as
they strive to instill in children and parents, a sense of pride and confidence,
a desire to learn, parenting skills, opportunities for positive social
and emotional development and improved family relationships.
2. Standards
a. Eligible Aboriginal Head Start projects must:
- have Aboriginal involvement in the planning, design, operation and
evaluation;
- include ways of involving parents or primary caregivers in all aspects
of the project;
- be non-profit in nature;
- be located in an urban area or large Northern community; and
- include an 'in-kind' contribution of goods and services from the local
community, such as voluntary services, equipment, children's books or
toys.
b. In addition, every Aboriginal Head Start project, when
operating fully, will address the following elements:
- preschool and child development activities that are appropriate for
Aboriginal children before they enter school;
- outreach support to parents of these Aboriginal children;
- support for younger Aboriginal children preparing to enter a preschool;
- support for Aboriginal participants to use the health, education,
social and other services that are provided within the community;
- parental involvement and support; and
- community service coordination, such as the coordination of services
for Aboriginal children and their families in the local community to
maximize the benefits to participants.
c. Projects may be based at a centre or at a home, or the
project may operate out of both.
III. PROGRAM PRINCIPLES AND GUIDELINES
A. Mission Statement and Overall Mandate
First Nations people, Métis and Inuit recognize children as their
nations' most valuable resource. Thus, the Aboriginal Head Start Initiative
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.
B. Principles
Aboriginal Head Start will:
- support the spiritual, emotional, intellectual and physical growth
of each Aboriginal child;
- support and encourage each Aboriginal child to enjoy life-long learning;
- support parents and guardians as the primary teachers and caregivers
of their children;
- empower parents to play a major part in planning, developing, operating
and evaluating the project;
- recognize and support the role of the extended family in teaching
and caring for Aboriginal children;
- include the broader Aboriginal community as part of the project throughout
all of its stages, from planning to evaluation;
- make sure the project works with and is supported by other community
programs and services; and
- make sure the resources are used in the best way possible in order
to produce measurable and positive outcomes for Aboriginal children,
their parents, families and communities.
C. Guidelines - Program Components
Each project will focus on Aboriginal preschool children and will include
the following components:
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.
Aboriginal Head Start projects will:
- encourage thoughtfulness and reflection about how to ensure that this
is a comfortable place for Aboriginal people to be who they are;
- demonstrate an understanding of, respect for and responsiveness to
Aboriginal cultures and languages;
- focus on the Aboriginal cultures and languages of the children attending
the Project;
- create an environment in which children, families, employees and volunteers
participate in relevant and significant activities on a daily basis;
- provide opportunities for Elders, traditional people and cultural
people to participate;
- provide opportunities for children, families and communities to enhance
their knowledge of their respective Aboriginal culture(s) and language(s);
and
- apply Aboriginal cultural values and beliefs to all aspects of daily
programming, program governance and administration.
2. Education
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.
Aboriginal Head Start projects will:
- focus on early childhood development, including physical, spiritual,
emotional, intellectual and social development;
- foster a desire for life-long learning in the child;
- develop the school readiness of the child in the following areas:
- physical well-being and appropriate motor development;
- emotional health and a positive approach to new experiences;
- social knowledge and competence;
- language skills; general knowledge and cognitive skills; and
- spiritual well-being.
- provide the child with a learning environment and varied experiences
which will contribute to his/her physical, spiritual, emotional, intellectual
and social development.
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 Project 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.
Aboriginal Head Start projects will:
- ensure that all children are immunized according to provincial standards.
This will be done in cooperation with parents/guardians through local
health service providers;
- ensure that qualified health professionals visit on a regular basis;
-
- ensure that the appropriate physical, vision and hearing assessments
are done within the first month following registration and, in more
remote communities, when arrangements are made for qualified personnel
to do the assessments;
- assist parents in ensuring that these assessments are done where
required; and
- assist parents to arrange for medical treatment where required.
-
- teach, model and encourage good dental hygiene in the program;
and
- (may) assist parents to arrange for dental examinations for the
children;
- access the assistance of Elders (for traditional healing circles and/or
ceremonies), psychiatrists, psychologists, speech therapists, physiotherapists
and other specialists, if needed to meet the needs of each child;
- develop and undertake either indoor or outdoor activities and games
which include both children and staff to promote development of gross
motor skills and participation in an active lifestyle; and
- encourage parents to participate in activities that will promote a
healthy and active lifestyle.
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.
Aboriginal Head Start projects will:
- provide children with the essential nutrients they require to grow,
develop and be active;
- feed children appropriately for the period of time each day that they
are at the Project;
- meet the children's nutritional needs by using the Aboriginal Food
Guide, which is comparable to the Canada Food Guide and respects local
traditions and customs; and
- provide children and parents with opportunities to learn about and
further develop nutritious and healthy eating habits.
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.
Aboriginal Head Start projects will:
- identify the need for and facilitate the provision of social support
to Aboriginal children and their families. Methods of social support
could include:
- providing referrals;
- implementing family needs assessments;
- utilizing community outreach programs;
- providing community resource information;
- providing emergency assistance information; and
- providing crisis intervention information;
- develop a list of collaborative service providers, e.g. local, regional,
provincial and national organizations, groups and individuals;
- involve local service providers in projects which could include:
- Canada Prenatal Nutrition Program (CPNP) projects
- Community Action Program for Children (CAPC) projects
- Aboriginal or other child and family services crisis centres
- drug and alcohol treatment centres
- friendship centres
- health centres or hospitals
- Métis organizations
- Aboriginal housing
- Aboriginal women's centres
- parent resource centres
- toy lending libraries
- schools.
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 their unique abilities 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.
Aboriginal Head Start projects will:
- be managed in such a way that parents have a meaningful experience
in the planning, development, operation and evaluation of the program;
- provide an opportunity for the extended family, particularly Elders,
cultural teachers and traditional people, to participate in teaching
and caring for children;
- provide and communicate about opportunities to participate;
- encourage and empower parents to participate and;
- not make a child's registration and participation dependent on one
or both parents' participation.
D. Guidelines - Accountability and Management
1. Accountability
The purpose of this section is to provide guidance so that Projects
will demonstrate that they did what they said they would do, both to their
community and to Health Canada. This section is of particular interest
to Sponsor/Project Board of Directors, Sponsor Executive Directors, Parent
Bodies, Project Directors and Project Staff.
Accountability means that those dealing with the Project ensure that
the children, families, parents/guardians and staff are treated fairly,
that decisions will not be influenced by private or personal considerations
and that the Project will be delivered efficiently and economically. By
signing a Contribution Agreement with Health Canada, a project Sponsor
agrees to ensure that an Aboriginal Head Start Project is designed, operated
and evaluated according to the AHS Principles and Guidelines. A Sponsor
agrees to spend the funds on the activities required and necessary to
operate an Aboriginal Head Start project in accordance with these Principles
and Guidelines.
The purpose of being accountable is to demonstrate to the community
that you are acting in the best interests of the children, families and
community. Aboriginal children should receive the most significant and
profound benefit from AHS. This will maintain community confidence and
government confidence in the ability to deliver AHS.
Accountability will be achieved by:
- establishing management structures with community and Project
representation;
- ensuring that management structures oversee the Project
management including the reporting of expenditures;
Examples of management structures include:
- Board of Directors (required)
- Parent Body, e.g. Parent Council
- Elders Council
- finance committee
- employee selection/hiring committee
- personnel committee
- project review committee
- curriculum development committee
- long term planning committee
Some committees may be combined, e.g. personnel/hiring/finance.
- developing mechanisms or ways of ensuring
that a project is accountable including:
- developing formalized Codes of Conduct and Codes of Ethics for
employees, Boards of Directors and committees;
- developing and establishing Conflict of Interest guidelines and
policies;
- developing and implementing a Policies and Procedures manual;
and
- monthly reporting and communication between Sponsor, AHS Director
and Parent Body in analysing budgets, planning from budgets and
analysing financial reports.
- reporting informally on project activities to the
community. Examples of how to do this include:
- holding regular AHS meetings and consultation processes on Project
matters;
- communication through newsletters;
- Sponsor/Project hosting informal question/answer periods with
parents;
- strategic planning sessions to meet children's individual needs
and Project needs.
- reporting on project activities to government by:
- maintaining current financial records in accordance with generally
accepted accounting principles, standards, practices and methods;
- submitting complete quarterly financial reports to Health Canada;
- completing and submitting narrative activity reports as required;
- ensuring that the Project is independently evaluated by:
- developing locally specific evaluation criteria;
- incorporating appropriate reviews of all aspects of programming;
and iii. participating in the national program evaluation.
Definitions
Community - a body of people unified by common interests,
usually living in a specific locality.
Contribution Agreement - a financing arrangement between
Health Canada and a Sponsor in which Health Canada undertakes to finance
eligible expenditures associated with the Aboriginal Head Start Initiative.
Parent Body - a group of parents who have a common
function, e.g., a Parent Council. The purpose of the Parent Body is to
allow the parents of children in the Project to participate in the Project
governance. The Parent Body will include parents of children currently
participating in the program. Parents, guardians or caregivers of children
registered in the program will determine who the members of the Parent
Body will be. A Project could also have parents whose children have graduated
from AHS and other community members on the Parent Body.
Sponsor - the legally incorporated non-profit organization,
band council, divisional board or local educational board that signs the
Contribution Agreement. The Sponsor is responsible for ensuring that the
service, Aboriginal Head Start, is delivered and for reporting regularly
to Health Canada. The Sponsor is referred to as the " Recipient"
in the Contribution Agreement.
2. Locally Designed and Managed
- Funding will be provided directly to eligible local Aboriginal organizations.
- Each AHS Project will organize a Parent Body (see definitions). The
Sponsor and the Parent Body will work together to enrich the program
and provide maximum benefit for the children.
- The Sponsor and the Parent Body will develop and implement together
a work plan that includes goals, objectives, human and financial resources
and training requirements for a Project.
- The Sponsor and the Parent Body will assume joint responsibility for
ensuring that the work plan is implemented.
- The Sponsor and the Parent Body may transfer the Project to the Parent
Body, as follows:
- In order for a transfer process to begin, the Parent Body must
incorporate as a non-profit organization;
- The Contribution Agreement will describe the process to transfer
their Project to a Parent Body within a specified time frame;
- The Sponsor and the Parent Body will review the Contribution Agreement
with Health Canada prior to signing;
- In order for the transfer to be binding, the existing Contribution
Agreement with the Sponsor must be terminated or amended and a new
or amended Contribution Agreement must be signed simultaneously
between Health Canada and the newly incorporated Parent Body.
- Aboriginal Head Start Projects will initiate local public awareness
activities, e.g. open houses, inviting political representatives and
officials to visit and encouraging local media coverage of achievements.
- Aboriginal Head Start Projects will establish and implement outreach
processes to ensure that eligible children are enrolled.
- Aboriginal Head Start Projects will ensure families to become a member
or pay membership fees to their organization or the sponsoring organization
as a condition for children to attend.
- Aboriginal Head Start Projects will:
- ensure that the children who will most benefit from and who most
need the program are eligible; and
- develop and implement criteria to ensure that children who will
most benefit from the program receive first priority to attend.
Definitions
Aboriginal -The term Aboriginal people refers to the
indigenous inhabitants of Canada when we want to refer in a general manner
to Inuit and to First Nations and Métis people, without regard
to their separate origins and identities. (Report of the Royal Commission
on Aboriginal Peoples, Volume 1, Looking Forward, Looking Back).
Contribution Agreement - a financing arrangement between
Health Canada and a Sponsor, in which Health Canada undertakes to finance
eligible expenditures associated with the Aboriginal Head Start Initiative.
Parent Body - a group of parents who have a common
function, e.g., a Parent Council. The purpose of the Parent Body is to
allow the parents of children in the Project to participate in the Project
governance. The Parent Body will include parents of children currently
participating in the program. Parents, guardians or caregivers of children
registered in the program will determine who the members of the Parent
Body will be. A Project could also have parents whose children have graduated
from AHS and other community members on the Parent Body.
Project - general term referring to an Aboriginal Head
Start project in a community.
Sponsor - the legally incorporated non-profit organization,
band council, divisional board or local educational board that signs the
Contribution Agreement. The Sponsor is responsible for ensuring that the
service, Aboriginal Head Start, is delivered and for reporting regularly
to Health Canada. The Sponsor is referred to as the " Recipient"
in the Contribution Agreement.
3. Health and Safety
Aboriginal Head Start projects will:
- follow applicable child care or preschool legislation or day care
licensing regulations in their respective province or territory. Refer
to provincial/territorial child care, preschool or day care licensing
regulations.
- provide a safe, healthy and nurturing environment for children and
families;
- follow program safety standards, comparable to existing provincial,
territorial and municipal standards and regulations for child care facilities
applying to:
- public buildings
- construction and maintenance
- fire inspection and regularly scheduled fire drills
- handicap accessibility
- equipment and materials
- transportation (child car seats, front seats with airbags)
- day care licensing, where appropriate;
- employ staff and volunteers trained in First Aid and CPR;
- model healthy lifestyles by:
- encouraging staff to live or take steps to live by the AHS Statement
of Beliefs and Values about Children:
- encouraging staff to explore further what it means to live "
holistically" and take appropriate actions, e.g., quitting
smoking, exercising regularly, improving eating habits;
- encouraging staff to enthusiastically participate in Project activities;
and
- requiring that staff neither drink alcohol, nor take drugs, nor
be under the influence while at the Project site or at a Project
sponsored or related activity;
- forbid smoking on project sites or during AHS sponsored or related
activities with children in attendance.
4. Community Based and Holistic
Aboriginal Head Start projects will:
- reflect the Aboriginal values, cultures and practices of the Project's
community;
- integrate Elders, cultural teachers, traditional and knowledgeable
people in the design, development and delivery of the Project; and
- use a holistic approach to develop children's social, physical, intellectual,
mental, creative, emotional and spiritual well being.
5. Children with Special Needs
Each child is a gift to their community and is present in a community
to teach that community something. The child is, therefore, to be viewed
as someone to learn from rather than as a person presenting a problem
to be managed. For example, gifted children are also Children with Special
Needs.
A primary source of information regarding a child's needs comes from
the child's parents/guardians/caregivers. Assessment is a formal or informal
means of examining what children require so that Projects may plan activities,
adjust activities, modify the facility, seek additional human resources,
financial resources, medical or other expertise in order to meet the educational,
physical, spiritual, emotional and mental needs of the child.
- Aboriginal Head Start projects will gather any available information
regarding a child's needs and development during the intake process;
- A protocol will be developed for addressing the needs of children
and parent participants/volunteers with infectious diseases or conditions
like HIV-AIDS;
- Each project will develop policies and procedures for addressing the
needs of Children with Special Needs;
- The policies and procedures will address the following:
- informal assessments (developmental screenings) of all children
to help parents determine if their child requires supports in addition
to the resources currently available at the Project;
- if the developmental screening indicates additional needs or further
assessment of the child's needs in specific areas of the child's
development, the Project will research, recommend and support the
family in accessing appropriate resources;
- possible resource options will be provided for the child and family
to receive ongoing support, e.g., speech and language therapy;
- the option of engaging the expertise of Elders, cultural people
and traditional healers will be supported;
- if it is determined through the assessment process that specialized
services are required to meet the needs of the child, permission
from the parent/guardian will be sought to incorporate the expertise
of specialized resources into the AHS project;
- the Project will partner with and educate the family and AHS community
service providers regarding the child's needs and will develop an
action plan to meet the needs;
- The descriptors e.g. learning disabilities, etc., referred to
in the definition shall not be used as labels for individual children.
Children's strengths and needs must be the basis for developing
appropriate programs and descriptors should be used only as necessary
for administrative purposes related to funding and data collection.
- At the time of a request to register, the Project may determine that
it is currently unable to meet the needs of a child;
- If the Project finds that current facility and human resources are
unable to effectively provide a child with a safe environment and experiences
for development and growth, the Project may request that the child attend
an alternate program until such time as the child's needs may be met
by the Project. For example, an additional staff person with specialized
training may need to be hired or changes to the facility may need to
be made.
Definitions
- Children with Special Needs
- Children who face barriers to normal development and functioning in
one or more of the following areas of development: physical, social,
emotional, communication, intellectual, behavioural;
- Children who have increased vulnerability to environmental and non-environmental
stresses, including those related to family, social, economic and cultural
circumstances;
- Children who require supports in addition to those provided by a classroom
teacher. Many children have not had their needs formally assessed. Children
who have been assessed could have the following exceptionalities:
- For example:
- cognitive impairments
- emotional impairments
- learning disabilities
- physical disabilities and/or other health impairments
- speech impairments or communication disorders
- sensory impairments - vision, hearing
- multiple disabilities
- giftedness
(Ontario Ministry of Community & Social Services and Nova Scotia
Special Education Policy Manual)
6. Recognition of Cultural Diversity
Aboriginal Head Start projects will:
- promote cultural appreciation by providing opportunities for children
and families to learn about various Aboriginal languages and cultures;
- encourage parents and families to explore their culture and heritage
in order to promote children's self-esteem and identity;
- recognize and respect the differences within Aboriginal cultures;
and
- encourage respect for the values, cultures and traditions of all people.
7. Programming
Aboriginal Head Start projects will:
- be developed by local Aboriginal communities;
- provide Aboriginal children with appropriate curriculum and resource
materials and activities that focus on their spiritual, emotional, social,
intellectual and physical development; and
- provide opportunities for children and parents to become more empowered
through their involvement with Aboriginal Head Start.
8. Human Resources Management
Aboriginal Head Start projects will:
- define needs for staff qualifications and how to best to meet those
needs;
- establish and implement fair and open hiring practices;
- require that all project employees and volunteers obtain a criminal
record check (see definition of volunteer);
- The employee or volunteer will provide a current, original of
criminal record information that has been obtained from the local
police station or RCMP. This will be reviewed in accordance with
8d) below;
- The original of criminal record information will be placed in
the employee's or volunteer's confidential personnel file;
- Parent participants are not required to undergo a criminal record
check (see definition of parent participant);
- require and check character and qualification references for all potential
Project employees, board members and volunteers;
- ensure that each applicant's criminal record check, character and
qualification references are reviewed according to the following criteria.
The safety of the children will be the most important consideration
in the review:
- whether the applicant has been convicted of:
- offences relating to the abuse of children or women
- offences that are violent in nature
- drug related offences
- other offences which the Project believes would make an applicant
unsuitable for working in an AHS Project, e.g. a bookkeeper
or financial officer who has been convicted of fraud
- the timing of any convictions. Projects will
carefully assess the behaviour that an applicant is demonstrating
today. For example, a person who was convicted of a series of petty
crimes related to alcohol use many years (e.g. twenty years) ago,
has not had any convictions since that time and is known in the
community as someone following a path that is reflected in the AHS Statement of Beliefs and Values about Children could
be considered for employment. Someone who was convicted
of a crime like dangerous driving last year could not be
considered for employment. The likelihood is that such
an individual has other issues to come to terms with that would
make them an unsuitable employee or volunteer for
AHS;
- whether the applicant has a history of behaviour that includes
violence;
- whether the applicant has a history of behaviour that is contradictory
to the AHS Statement of Beliefs and Values about Children;
- ensure that driver applicants obtain a driver's abstract which the
Project will review;
- require that newly hired employees and newly appointed volunteers
undergo a probationary period, as follows:
- At least the first three months for which a person is hired as
an employee or granted status as a volunteer will be a probationary
period. The purpose of the probationary period is, in part, to allow
time for the processing of a request for a criminal record check.
This will be specified in a letter of offer and/or employment contract;
- Each applicant will apply for a criminal record check at the same
time that application to work/volunteer is made;
- Proof of application to the Canadian Police Information Centre
(CPIC) for a criminal record check will be presented at an employment
or volunteer interview;
- The employee or volunteer will produce a current, original of
criminal record information upon receipt from the local police station
or RCMP. This will be reviewed in accordance with 8d. above;
- require that all staff and volunteers produce an updated Criminal
Record Check once per year. This requirement will be reflected in each
employee's and volunteer's letter of agreement or employment contract;
- require a fair hiring policy as approved by the community;
- promote local hiring;
- ensure that preference is given to Aboriginal people for staffing;
- fill the positions with qualified people in cases where a shortage
of qualified Aboriginal staff members exists;
- place emphasis on training of Aboriginal candidates;
- recruit and train volunteers;
- encourage staff and volunteers to participate in ongoing professional
and personal development, including language and culture;
- ensure that trained early childhood development professionals are
involved in the planning of staffing and subsequent staff requirements;
- ensure that all people involved in projects have experience in working
with Aboriginal people and/or have taken cultural awareness training,
and/or are willing to be involved in cultural programming; and
- reflect this guideline and all of its subsections in the personnel
policy or similar document;
- reflect the indicated subsections of this guideline in employment
contracts and volunteer letters of agreement.
Definitions
drivers abstract - a person's driving record. This
may be obtained from your respective provincial/territorial ministry responsible
for transportation.
parent participant - a parent, caregiver, guardian,
extended family member or adult in a community who is regarded as a caregiver
who participates in an AHS project and neither directs nor delivers a part of the program; this person is never left alone with a child or
children other than his/her own without a staff person present.
probationary period - a process or period of testing
the character or abilities of a person in a certain role especially of
a new employee or volunteer.
volunteer - a parent, caregiver, guardian, extended
family member or adult in a community who is regarded as a caregiver who
directs and/or delivers some aspect of the program on a volunteer
basis, e.g., classroom volunteer, cook/kitchen assistant, Board of Director
member, Parent Body member, Policy Circle member or member of a governing
body for an AHS Project.
9. Child:Staff Ratios
Child:staff ratios will meet or exceed the minimum requirements outlined
in provincial/territorial legislation. The child:staff ratios may be adjusted
accordingly as additional staff and resource teachers are employed to
work with Children with Special Needs.
10. Partnerships
Aboriginal Head Start projects will:
- link with and enter into partnerships with other programs and services,
if they fit into the goals of the AHS mandate.
11. Sponsorships
Aboriginal Head Start projects will:
- neither accept sponsorship nor develop partnerships that promote the
products or names of tobacco or alcohol companies; and
- submit applications for sponsorship from other companies to the National
Aboriginal Head Start Committee for review.
12. Confidentiality
Aboriginal Head Start projects will:
- ensure that Project staff, board members, Elders and volunteers keep
information acquired during their involvement in the program confidential.
Examples of information to be kept confidential include:
- child welfare related, e.g., number of foster homes in which a
child has resided;
- human resource/personnel related, e.g. resumes, performance reviews,
school grades, employment competition results;
- criminal record checks, e.g., information about any convictions
which would not prohibit a person from being an AHS employee or
volunteer;
- obtain written permission from parents/legal guardians prior to releasing
information regarding their child(ren) to outside agencies or parties;
- share information with appropriate outside agencies or parties in
the province or territory of residence only when legally required; and
- lock and store all confidential information, e.g., personnel files,
children's files in a secure place and provide access only to appropriate
staff members.
Appendix A
Glossary of Terms
Aboriginal - The term Aboriginal people refers to the
indigenous inhabitants of Canada when we want to refer in a general manner
to Inuit and to First Nations and Métis people, without regard
to their separate origins and identities. (Report of the Royal Commission
on Aboriginal Peoples, Volume 1, Looking Forward, Looking Back).
Children with Special Needs
- Children who face barriers to normal development and functioning in
one or more of the following areas of development: physical, social,
emotional, communication, intellectual, behavioural;
- Children who have increased vulnerability to environmental and non-environmental
stresses, including those related to family, social, economic and cultural
circumstances;
- Children who require supports in addition to those provided by a classroom
teacher. Many children have not had their needs formally assessed. Children
who have been assessed could have the following exceptionalities: For
example:
- cognitive impairments
- emotional impairments
- learning disabilities
- physical disabilities and/or other health impairments
- speech impairments or communication disorders
- sensory impairments - vision, hearing
- multiple disabilities
- giftedness
(Ontario Ministry of Community & Social Services and Nova Scotia
Special Education Policy Manual)
community - a body of people unified by common interests,
usually living in a specific locality. The common interest is providing
children three to five years of age with an Aboriginal Head Start experience
so that they take initiative in learning throughout their lives.
Contribution Agreement - a financing arrangement between
Health Canada and a Sponsor in which Health Canada undertakes to finance
eligible expenditures associated with the Aboriginal Head Start Initiative.
drivers abstract - a person's driving record. This
may be obtained from your respective provincial/territorial ministry responsible
for transportation.
empower - make able.
enrich - make richer in quality and value.
ensure - make certain e.g., when you are ensuring that
something happens, you may complete the task or request that someone else
complete the task. You are responsible for whether or not the task is
complete.
guardian - includes a person who has in law or in fact
the custody or control of a child (Criminal Code of Canada).
guideline - a criterion directing action.
incorporated - forming a legal corporation; e.g., a
board of directors is an incorporated body.
mandate - an official command or instruction by an
authority.
Parent Body - a group of parents who have a common
function, e.g., a Parent Council. The purpose of the Parent Body is to
allow the parents of children in the Project to participate in the Project
governance. The Parent Body will include parents of children currently
participating in the program. Parents, guardians or caregivers of children
registered in the program will determine who the members of the Parent
Body will be. A Project could also have parents whose children have graduated
from AHS and other community members on the Parent Body.
parent participant - a parent, caregiver, guardian,
extended family member or adult in a community who is regarded as a caregiver
who participates in an AHS project and neither directs nor delivers a part of the program; this person is never left alone with a child or
children other than his/her own without a staff person present.
principle - a fundamental truth or law as the basis
of reasoning or action.
probationary period - a process or period of testing
the character or abilities of a person in a certain role especially of
a new employee or volunteer.
Project - general term referring to an Aboriginal Head
Start project in a community.
Sponsor - the legally incorporated non-profit organization,
band council, divisional board or local educational board that signs the
Contribution Agreement. The Sponsor is responsible for ensuring that the
service, Aboriginal Head Start, is delivered and for reporting regularly
to Health Canada. The Sponsor is referred to as the " Recipient "
in the Contribution Agreement.
standard - the degree of excellence required for a
particular purpose.
volunteer - a parent, caregiver, guardian, extended
family member or adult in a community who is regarded as a caregiver who
directs and/or delivers some aspect of the program on a volunteer
basis, e.g., classroom volunteer, cook/kitchen assistant, Board of Director
member, Parent Body member, Policy Circle member or member of a governing
body for an AHS Project.
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