Project Outputs – or what we’re creating

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Early Learning and Child Care Quality Improvement Project

Indigenous Early Learning and Child Care in Canada has emerged through national, Indigenous-led dialogue grounded in Indigenous rights, self-determination, and the understanding that children hold a sacred place in their families, cultures, and communities. Through extensive engagement with First Nations, Inuit, and Metis peoples, the Indigenous Early Learning and Child Care Framework was co-developed to reflect shared visions, principles, and responsibilities for raising Indigenous children in culturally rooted and holistic ways.

The Framework affirms Indigenous governance in early learning and child care and sets out a path forward where Indigenous peoples lead the design, delivery, and care of programs that reflect their distinct cultures, languages, and ways of knowing.

Within the Anishinabek Nation, the Early Learning and Child Care Quality Improvement Project support the implementation and ongoing conceptualization of the Indigenous ELCC Framework. Guided by Anishinaabe values and responsibilities to children, this work strengthens Indigenous Early Learning and Child Care across the 39 Anishinabek First Nations.

The Quality Improvement Project supports communities, educators, and early learning environments to reflect on, strengthen, and grow ELCC practices that are community-led, culturally grounded, and responsive to local priorities. Rather than advancing a single model, this work creates space for land-based learning, language, relationships, and Indigenous knowledge systems to guide how children are cared for and supported.

Who This Work Supports

This work supports Indigenous Early Learning and Child Care for Children, families, and educators across the 39 Anishinabek First Nations.

Distinction-Based Approaches

While the Indigenous ELCC Framework reflects shared national principles, First Nations, Inuit, and Metis Peoples advance early learning and child care in ways that reflect their distinct rights, cultures, and governance.

Grounded In

Land ~ Language ~ Relationships ~ Indigenous Self-Determination.

Walking Together

This work is carried through relationship. We welcome shared learning, dialogue, and community-led collaboration in support of children.

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