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Early childhood development and education in Indian country : building a foundation for academic success : hearing before the Committee on Indian Affairs, United States Senate, One Hundred Thirteenth Congress, second session, February 26, 2014.
A House subcommittee hearing received testimony on educational programs for Native American children, in the context of proposed reauthorization of the Elementary and Secondary Education Act, Title 9, Part A. Congressmen, representatives of the Bureau of Indian Affairs (BIA) and the National Indian Education Association, and American Indian educators and administrators presented oral and written statements. Topics included reforms in BIA schools; the FACE (Family and Child Education) program, which provides family services from the prenatal period through third grade; underfunding of the BIA school system; proposed changes to the Indian School Equalization Formula; the need for tribal departments of education; facility needs on the Navajo Nation and elsewhere; a boarding school that focuses on student needs and on helping every student reach mastery levels; concerns that the reauthorization may eliminate important programs; successful Title IX programs at Rocky Boy Public Schools (Montana); and development of tribal education standards. Appendices include the text of the revised legislation with the Navajo Nation's recommended changes. (SV)
This volume makes a comprehensive assessment of the status and quality of early educational experiences at preschool and early primary grades in India. It raises a serious concern that despite high enrolment in preschools, children’s school readiness levels remain low at ages five and six, and raises a vital question---are Indian children getting a sound foundation for school and for later life? It addresses three important issues from the Indian perspective: children's school readiness at age five; families' readiness for school; and, most importantly, the readiness of schools for children. India is one of many countries across the global South facing an early learning crisis. High quality early childhood education may be key to improving these outcomes for children, yet little is known about early childhood education programs in India and their impact on children’s school readiness. This volume is based on a longitudinal, mixed methods research study which is perhaps the first of its kind in India. The study covers public provisions along with steadily expanding private pre-schools and schools in rural India and provides interesting narratives and insights into the multiple pathways children are adopting in these critical early years, particularly in the context of the expanding role of the private sector. Written in a lucid and narrative style, this volume is of interest to a diverse readership of researchers, educationists and early childhood education policy makers and practitioners in terms of both its design and findings.
The papers in this volume join other commentators in noting the marked gaps in research on Indian Education. Regardless of the logistic, cultural, and other challenges that may be to some degree responsible for this gap, the lack of research-based knowledge in this area is to the detriment of Indian educators and the Indian communities within which they work. The absence of research, however, is not due to a lack of important unanswered questions. The National Center for Rural Early Childhood Learning Initiatives, known as Rural Early Childhood; Penn State's American Indian Leadership Program (AILP); and Penn State's Center for Rural Education and Communities (CREC) in 2004 began discussing what might be done to address these research needs and gaps, particularly with regards to early childhood education and educational leadership. Their discussions resulted in the convening of an "experts" conference, the "Rural Early Childhood Forum on Native American and Alaska Native Early Learning," of which this proceeding is one result. The forum was comprised of academic researchers and faculty, Native educators, Native early childhood education specialists, and community leaders with a strong interest in and concern for rural Indian early childhood education. The purpose was to, first, assess the current state of rural Indian early childhood education, with an emphasis on the years prior to formal school entry, as well as educational leadership as it pertains to rural Indian early childhood education; and second, to discuss how research might be initiated that would help to fulfill the goals of the research agenda. The Introduction (authored by Kai A. Schafft, Susan C. Faircloth, and Nicole L. Thompson) introduces the papers herein and summarizes the state of the knowledge on rural early childhood education as it concerns American Indian and Alaska Native children. Papers published in these proceedings include: (1) Early Childhood Educational Opportunities for American Indian and Alaska Native Children and Families (Tarajean Yazzie-Mintz); (2) The Health and Development of American Indian and Alaska Native Children in Relationship to Reservation and Rural/Urban Residence (Laurel S. Endfield); (3) Effective Early Education Programs that Promote the Learning of the English Language and Tribal Languages and Cultures (Nila M. Rinehart); (4) Transitions of American Indian and Alaska Native Children from Pre-school to Kindergarten (Cheryl Clay); (5) American Indian and Alaska Native School Readiness (Nicole L. Thompson, Margaret A. Pope, and Jeanne Holland); (6) Young American Indian/Alaskan Native Children with Disabilities: Implications for Policy, Research, and Practice (Susan C. Faircloth); (7) American Indian and Alaska Native Early Childhood Family Involvement: A Review of the Literature (SusanRae Banks-Joseph and Laurie D. McCubbin); and (8) School Leaders (Roger Bordeaux). (Individual papers contain references.) [This document was produced by the National Center for Rural Early Childhood Learning Initiatives, Mississippi State University Early Childhood Institute. The proceedings were sponsored by The National Center for Rural Early Childhood Learning Initiatives; and The American Indian Leadership Program, The Center on Rural Education and Communities, Pennsylvania State University. The Southwestern Electric Power Company was a co-sponsor.].
On Indian Ground: The Southwest is one of ten regionally focused texts that explores American Indian/Alaska Native/Native Hawaiian education in depth. The text is designed to be used by educators of native youth and emphasizes best practices found throughout the state. Previous texts on American Indian education make wide-ranging general assumptions that all American Indians are alike. This series promotes specific interventions and relies on native ways of knowing to highlight place-based educational practices. On Indian Ground: The Southwest looks at the history of Indian education within the southwestern states. The authors also analyze education policy and tribal education departments to highlight early childhood education, gifted and talented educational practice, parental involvement, language revitalization, counseling, and research. These chapters expose cross-cutting themes of sustainability, historical bias, economic development, health and wellness, and cultural competence. The intended audience for this publication is primarily those educators who have American Indian/Alaska Native/Native Hawaiian students in their educational institutions. The articles range from early childhood and head start practices to higher education, including urban, rural and reservation schooling practices. A secondary audience: American Indian education researcher.
In this comprehensive history of American Indian education in the United States from colonial times to the present, historians and educators Jon Reyhner and Jeanne Eder explore the broad spectrum of Native experiences in missionary, government, and tribal boarding and day schools. This up-to-date survey is the first one-volume source for those interested in educational reform policies and missionary and government efforts to Christianize and “civilize” American Indian children. Drawing on firsthand accounts from teachers and students, American Indian Education considers and analyzes shifting educational policies and philosophies, paying special attention to the passage of the Native American Languages Act and current efforts to revitalize Native American cultures.
The authors find that well-targeted early intervention programs for at-risk children, such as nurse home visits to first-time mothers and high-quality preschool education, can yield substantial advantages to participants in terms of emotional and cognitive development, education, economic well-being and health.
Early childhood education the world over is heavily influenced by Western discourses which emphasize play-based, child centered education. Dr Viruru offers an alternative understanding of preschool education from the postcolonial perspective which does not aim at discovering universal laws that will be valid regardless of contexts. She emphasizes the need for meaningful and respectful interactions with children as complete human beings and stresses that early childhood education should be constructed on the basis of the lived experiences of individual children rather than on collective anonymity. Perhaps the first full-length study to explore current issues in early childhood education through the lens of postcolonial theory, this book will be of considerable value to those involved in education, child development, developmental psychology, social anthropology and sociology.