Lori Huston (she/her)

Dr. Lynn Wilson invited me to contribute a small piece to the 7th edition of the ECE textbook currently in press. Partnerships: Families and Communities in Early Childhood. I have included my written submission with permission. I invite you all to continue to be open to Indigenous perspectives as educators across Canada; this will bring us to a better understanding, knowing and doing that supports quality considerations to curriculum inclusive to Indigenous pedagogies.

Insights about Indigenous children in early learning environments and the development of appropriate curriculum by Lori Huston

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I draw from my professional and personal experiences as Registered ECE. I am informed by theoretical perspectives, long-standing relationships with Indigenous educators, Elders and literature reviewed. I am passionate about supporting all educator’s learning in a cultural context open to guiding principles of Indigenous knowledges and pedagogies with a reflective ethical lens that will be transformative in building bridges of holistic development that support Indigenous children and families in the future. It has become evident that early childhood educators need to be educated in becoming sensitive and responsive to Indigenous cultural perspectives to support holistic development. My twenty-plus year’s experience as an ECE working in northwestern Ontario alongside Indigenous children, families and over one hundred educators obtaining their ECE qualification from remote First Nations provided a clear picture that we must overcome the status quo of how we support Indigenous children and families as it is not only untenable but causing harm. 

As educators supporting/teaching Indigenous children and families in our early learning environments, we have to recognize that Indigenous people come to education with an inherent set of values/beliefs. These are often in conflict with western ways of knowing through theories, as the Indigenous way is through stories. We need to develop an appropriate curriculum that privileges the values and beliefs of Indigenous people. As I walked with Indigenous children, families and educators in early learning environments, their values and beliefs became known to me. Early in my career as an ECE, teaching Indigenous children and families, I would have to adjust the curriculum continually to reflect teachings through oral stories, community while being acutely aware that the Indigenous people are also being awakened to their own culture because of the influences of residential schools and mainstream practices that marginalized Indigenous knowledges. 

Indigenous Knowledge is a knowledge system that is closely tied to the land and community. The learning is holistic in their experiences and teachings that come from oral history. Therefore, the Elders, parents and extended family are sources of Indigenous critical knowledge in curriculum development. What matters from my experiences is that we allow for children, families and Indigenous educators the opportunities to develop their ways of knowing in a respectful space. This is about strengthening identity, holistic development, connecting to the natural environment, and respecting the Indigenous languages. 

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I have included a list of resources to support you all in your continued self-study. Please click on