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Friday 4:30 pm Small Group Discussion Summaries – Module 4
Dominique Patrinos, Cristina Ardelean, Farrah Virani, Jingyuan Jiang, Christy Lo, Niloofar Rastegar G.
Department of Education, University of British Columbia
ECED 442 63A: Supporting Indigenous Infants and Young Children Within the Context of their Communities
Melanie Nelson
Oct 15th 2022
Friday 4:30 pm Small Group Discussion Summaries – Module 4
This week’s topic entailed a glimpse into the indigenous developmental teachings of the holistic person. Our group members were asked to compare westernized approaches of development to the indigenous approaches. Our discussion included conversation through an online forum, as well as through a zoom face to face meeting. We mostly focused our discussion on our learning revolving around of the importance of relationship to both the natural world, and amongst the indigenous peoples (Wenger-Nabigon, 2010). In addition, our dialogue included the stages of development outlined by the Cree Medicine wheel of life from Wenger-Nabigon (2010), as well as, the seven sacred teachings found in many indigenous cultures (The Sharing Circle website, n.d). In our zoom meeting we came to a consensus that Indigenous teachings in comparison to westernized approaches includes the mental well-being of the child, holistically. We felt that this avenue of development is unfortunately not considered when using a westernized view of the child. We felt that westernized developmental screens base child development from a set of expected milestones, and if a child falls behind, they are considered developmentally delayed without any consideration of the child’s “natural world.” Farrah felt as though she resonates more with the indigenous beliefs, she states “that the energy that flows through us is the same energy that comes from a greater life source, and that energy also flows through every living thing. We are all connected because of this greater energy” (Virani, 2022). Christina, was pleasantly surprised at how Indigenous peoples value their children so highly, she felt as though her experience has been the opposite in terms of considering the child’s feelings. Christy, valued the Cowichan tribe teachings of love and how love fundamentally is the cornerstone to generosity, peace, friendships, and understanding within community. Jingyuan, also resonates with this aspect of love, as a child she was modeled love as bringing people together, and she values that in indigenous culture, love results in community working together for the greater society. Niloofar, in her experience with children aligns with the indigenous belief in sharing together, and in the promotion of human development in a balanced physical and social environment. She believes that balance is necessary for a happy child within the day care setting. Finally, we all agreed that in westernized culture elders are not as highly valued as they are within Indigenous culture. For instance, we discussed how some may view westernized elders as unaware or not knowledgeable in the ways of life within the new generation. In contrast to the value that indigenous people place upon their elders, as crucial stepping stones to the development of a child’s future. Specifically,
“Elders teach caring as a common-sense activity that all humans are capable of, no matter what their age. Every action has consequences – the wisdom and guidance of the elderly are essential to the necessary caring function of the community. Not caring implies that dependency will be the outcome, inhibiting growth and change” (Wenger-Nabigon, 2010, p. 155).
References
The seven sacred teachings. Retrieved from www.thesharing circle.com
Varani, F. (2022, October 3). Discussions Friday 4:30pm Module 4
[Online Forum post]. UBC Canvas.
Wenger-Nabigon, A. (2010). The Cree Medicine Wheel as an Organizing Paradigm of Theories of Human Development. Native Social Work Journal, 7,139-161. https://www.collectionscanada.gc.ca/obj/thesescanada/vol2/OSUL/TC-OSUL-387.pdf