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Preschool programs for socially vulnerable children are believed to affect school readiness and language development but infrequently include follow-up to adolescence; observational measurement of receptive vocabulary is rare. The purpose of this longitudinal cohort study (55 children and 41 parents) was to report the trajectory of receptive vocabulary development for socially vulnerable children of diverse ethnicities (Indigenous, other Canadian-born, and Immigrant) who participated in a two-generation preschool program. English receptive vocabulary scores were measured at 5-time points: (a) program intake, (b) program exit, (c) age 7 years, (d) age 10 years, and (e) adolescence, using the Peabody Picture Vocabulary Test – Third Edition (PPVT-III). For all children, PPVT-III scores increased the most between program intake and exit and positive changes were sustained until adolescence. When the sample was examined by gender, PPVT-III scores were higher for boys than girls at all time points. When the sample was examined by ethnicity, other Canadian-born children scored higher than Indigenous and Immigrant children at all time points. Immigrant children scored lowest until age 7 years, and at age 10 years and adolescence scored higher than Indigenous children. Using mixed-effects modeling, PPVT-III scores increased when English was the primary language spoken at home at intake. PPVT-III scores increased slightly as caregiver age and caregiver Adverse Childhood Experiences score increased. PPVT-III scores were lower for Immigrant girls and Indigenous boys than other sub-groups of children. Differential effects of the two-generation preschool program by gender and ethnicity suggest tailoring programming to increase equitability of receptive vocabulary development for immigrant girls and Indigenous boys. Children with intergenerational adversity may require additional support. [ABSTRACT FROM AUTHOR]

This article offers a cross‐national comparison of social work in two countries, Australia and Canada, about the care of Indigenous children within the context of colonization and the evolving profession. The discussion is based on data from two empirical studies that examined professional discourse relating to the removal of Indigenous children from their families and Indigenous peoples more broadly within key historical time frames. The studies involved a content analysis of the flagship journals of the Australian and Canadian professional associations. It is argued that a critical interrogation of professional discourse within these historical and national particularities provides insights that can inform a broader understanding of how practices and constructions of social work are shaped within contemporary practice contexts. The studies revealed that very little attention was paid to problematizing colonial policies and practices, including the state‐sanctioned forcible removal of countless Indigenous children from their biological families, while the professions in both countries were complicit in the oppressive treatment of Indigenous peoples that have left a legacy of intergenerational trauma. The findings suggest a way of understanding social work as a discipline beyond the historical specificities of the two countries that has relevance to social work across the globe. [ABSTRACT FROM AUTHOR]

The release of a Canadian Indigenous Early Learning and Child Care Framework highlights the importance of recent, Indigenous-specific information to describe the landscape of child care among Indigenous children in Canada; however, there has been a gap in identity-specific, national data on child care for Indigenous children. The purpose of the current study was to address data gaps on participation in child care for First Nations children living off reserve, Métis, and Inuit children. Furthermore, two years of data are examined which provide information on child care use both prior to and during the first year of the COVID-19 pandemic. In 2019, First Nations children living off reserve (49%) and Inuit children (42E %)1 were significantly less likely to participate in child care compared with non-Indigenous children (60%), although Métis children (60%) were equally likely to participate in child care compared with non-Indigenous children. Only First Nations children living off reserve (40%) were significantly less likely than non-Indigenous children (53%) to participate in child care in 2020. In terms of the type of child care used, Inuit children were more likely to be in a daycare centre (70%) compared with non-Indigenous children (52%) in 2019, although Inuit children's participation in a daycare centre dropped to 46E% in 2020. This is likely due to public health restrictions which closed many child care centres during the pandemic, as over one-third of child care in the territories is centre-based. The findings provide important information about patterns of child care use for Indigenous children both before and during the pandemic. [ABSTRACT FROM AUTHOR]

Many Indigenous communities view children as sacred gifts deserving of love and respect, and as the ones who will carry their collective ways of life forward. However, young Indigenous peoples within Canada face disproportionate challenges to their health and well-being. These challenges are partly a result of ongoing colonial practices within professional services. In response to the Truth and Reconciliation Commission's Calls to Action regarding improvements to professional education and training, our team conducted an international scoping review, identifying how Indigenous pedagogy is rarely included in curricular development. We completed the scoping review's consultation phase in the Anishinabeg communities of Long Point First Nation and Rapid Lake, Quebec. In this consultation, we posed the following questions: What are Anishinaabe perspectives on and experiences of child-focused professional practices? How are child-focused professionals currently prepared to work with young Anishinabeg peoples? How should they be prepared? Participants highlighted the importance of professionals learning Indigenous history and Anishinaabe culture, having field-based education, and engaging children with hands-on activities. Professionals encountered little to no Indigenous-focused content in their formal education, with most exposure occurring in continuing education settings. Our results suggest Indigenous ways of knowing can and should be honored in child-focused professional education, thereby supporting the development of effective and culturally-safe relationships between professionals and Indigenous peoples. [ABSTRACT FROM AUTHOR]

The article discusses the results of a study on the factors that influenced Indigenous children in Canada to have a plan for their future. Topics mentioned include the role of brave spaces in helping Indigenous children achieve or maintain wellness, the importance of shifting to a determinant of life focus, and the use of a life course perspective to determine the effects of colonialism.

Rates of chronic kidney disease (CKD) are disproportionately increased in Indigenous peoples. The focus has traditionally been on adults, as they experience the highest rates of kidney failure requiring kidney replacement therapy. The impacts of colonization, systemic racism, and sociodemographic marginalization however impact the health of Indigenous peoples across the lifespan. This review presents the social context within which Indigenous children develop and the impact relevant to kidney health across the developmental stages. In utero exposures impact nephron endowment which can manifest in glomerular hyperfiltration and sclerosis as well as an increased risk of congenital anomalies of the kidney and urinary tract. Young children are at increased risk of autoimmune conditions, secondary to infectious and environmental exposures, and are also exposed to the impacts of a Western lifestyle manifesting early onset overweight/obesity. Adolescents begin to manifest more severe metabolic complications such as type 2 diabetes. The impacts of early onset diabetes are associated with aggressive kidney complications and high rates of kidney failure in young adulthood. Finally, the key elements of successful prevention and treatment strategies are discussed including the importance of screening for asymptomatic, modifiable early disease, linked with clinical primary and tertiary care follow-up, and culturally relevant and safe care. [ABSTRACT FROM AUTHOR]

In contrast to most Indigenous people in Canada, Inuit appeared until recently to have been protected from type 2 diabetes (T2D) related to obesity. We assessed the associations of metabolites (amino acids, acylcarnitines) with adiposity and biomarkers of T2D in school-aged Inuit children of Nunavik (Canada). Concentrations of metabolite were measured in plasma samples from a cross-sectional analysis of 248 children (mean age = 10.8 years). We assessed associations of plasma metabolites with adiposity measures (BMI, skinfold thicknesses) and T2D markers (insulin, glucose, adiponectin). Plasma concentrations of valine and tyrosine were higher in obese and overweight children compared to those of normal weight children (P < 0.05). An increment of 1-SD in BMI (SD = 3.3 kg/m2) was statistically associated with an increment of 0.21 (95% CI: 0.08, 0.33) for valine, 0.15 (95% CI: 0.02, 0.27) for isoleucine and 0.17 (95% CI: 0.04, 0.29) for tyrosine. Insulin concentration increased with concentrations of all amino acids (P < 0.05) except methionine. None of the acylcarnitines measured were statistically significantly associated with adiposity or T2D biomarkers A signature of metabolites, particularly higher levels of branched-chain amino acids, might allow for early detection of T2D among school-aged Inuit children. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to evaluate the role of motor control immaturity in the speech production characteristics of 4-year-old children, compared to adults. Specifically, two indices were examined: trial-to-trial variability, which is assumed to be linked to motor control accuracy, and anticipatory extra-syllabic vowel-to-vowel coarticulation, which is assumed to be linked to the comprehensiveness, maturity and efficiency of sensorimotor representations in the central nervous system. Method: Acoustic and articulatory (ultrasound) data were recorded for 20 children and 10 adults, all native speakers of Canadian French, during the production of isolated vowels and vowel-consonant-vowel (V1-C-V2) sequences. Trial-to-trial variability was measured in isolated vowels. Extra-syllabic anticipatory coarticulation was assessed in V1-C-V2 sequences by measuring the patterns of variability of V1 associated with variations in V2. Acoustic data were reported for all subjects and articulatory data, for a subset of 6 children and 2 adults. Results: Trial-to-trial variability was significantly larger in children. Systematic and significant anticipation of V2 in V1 was always found in adults, but was rare in children. Significant anticipation was observed in children only when V1 was /a/, and only along the antero-posterior dimension, with a much smaller magnitude than in adults. A closer analysis of individual speakers revealed that some children showed adult-like anticipation along this dimension, whereas the majority did not. Conclusion: The larger trial-to-trial variability and the lack of anticipatory behavior in most children—two phenomena that have been observed in several non-speech motor tasks—support the hypothesis that motor control immaturity may explain a large part of the differences observed between speech production in adults and 4-year-old children, apart from other causes that may be linked with language development. [ABSTRACT FROM AUTHOR]

This article explores organizational conditions for change to promote active Indigenous representation and service outcome improvements in a provincial child welfare program responsible for the ongoing oppression of Indigenous Peoples. Specific structural and environmental variables that support or impede Indigenous professionals' efforts toward critically needed improvements to Indigenous child welfare services are explored. Amidst the ongoing humanitarian crisis level of Indigenous children in care, the results indicate that developing highly specialized and equitably resourced Indigenous services, rather than ongoing ineffective and vague organizational approaches toward "indigenizing" provincial child welfare programs, are strongly indicated. [ABSTRACT FROM AUTHOR]

This article reports on collaborative action research in twelve northern rural and Indigenous communities in four Canadian provinces. Pre-kindergarten, kindergarten, grade one, and Aboriginal Head Start teachers worked with university researchers in three universities to create action research projects with the aim of supporting children’s oral language and writing through play in their classrooms. Inductive analysis of focus group data shows that teachers gained understandings about play as a context both for supporting and for authentic assessment of young children’s oral language. The building of trusting relationships, built through ongoing collaboration with colleagues within their schools and across four provinces, in addition to collaboration with university researchers over a number of years, was viewed as particularly influential to teachers’ professional learning. Additionally, teachers talked about the value of opportunities to contribute to the development of teaching and assessment tools. Participating teachers came to see themselves as making valuable contributions to professional knowledge beyond their northern communities. The 4R’s for conducting research in Indigenous contexts (reciprocity, respect, relevance, and responsibility) provide a framework for deriving implications from this collaborative research. It is important that the results of collaborative action research conducted in rural and Indigenous schools be widely disseminated to provide alternative perspectives to curriculum, research and practice that tend to be urban-oriented. [ABSTRACT FROM AUTHOR]

Official assessments of Canadian food security, which greatly inform policy and perception, paint an insufficient picture of the ways many Indigenous peoples, and in particular Indigenous children who are most impacted by food insecurity, actually experience and understand the problem. This article begins with a discussion of how these metrics neglect the vital connection between access to Indigenous food systems and Indigenous food security. To address the serious food insecurity experienced by Indigenous peoples, this connection must be acknowledged, and revitalisation of these food systems, which are damaged by settler‐colonial practices, must become a focus of the discourse and action. Indigenous elders believe children will be pivotal in revitalisation. In this spirit, this article traces experiential learning projects on revitalisation, in which young people unsettle the settler discourse of food security and take action in small but important ways. [ABSTRACT FROM AUTHOR]

Indian residential schools lasted in Canada for nearly 150 years, with the last one closing in 1996. Canada’s recently concluded Truth and Reconciliation Commission has confirmed what Indigenous families have said all along: many Indigenous children endured abuse, prolonged separation between parent and child, and intergenerational legacies. Thousands of children died while attending school. Indian residential schools were one of Canada’s many colonial strategies, which aimed to inculcate students in a British world view and assimilate them by denigrating their spiritualities, epistemologies, and relationships to land. Indian residential schools also attacked Indigenous languages and insisted on English only. While historical studies of teaching English often elide a broader history of colonialism, this paper uses a settler colonial studies analysis to read nineteenth-century government reports as well as school newspapers to uncover how nineteenth-century Indian boarding schools publicly conceived of the teaching of English; my reading of nineteenth-century archival documents is informed by survivor testimony and memoir that help to puncture the propaganda of government and school documentation. Informed by the work of Wallace Lambert and Ruth Spack, I argue that school documentation represented Englishonlyrather than the more complicated understanding of Englishand– English in addition to Indigenous languages. This distinction critically separates the policies of government and school from the beliefs of many parents and children, who learned English for their own reasons but not at the expense of another language. [ABSTRACT FROM PUBLISHER]

While tobacco is sacred in many Indigenous cultures, the recreational misuse of commercial tobacco is highly addictive and harmful. Tobacco misuse is the leading preventable cause of premature death in the world. Smoking rates among Canadian Indigenous youth are at least three times higher than for their non-Aboriginal peers, an alarming statistic on many levels. The tolls on health from extensive tobacco use range from disproportionately high individual mortality and morbidity to heavy socioeconomic burdens on Indigenous communities. Paediatric health care providers are uniquely positioned to collaborate with community stakeholders to prevent and treat tobacco misuse in young people and their families, while understanding the cultural value of tobacco for many Indigenous peoples. Targeted interventions can positively impact length and quality of life, improve overall health and decrease the immense social and human costs of tobacco misuse. [ABSTRACT FROM AUTHOR]

Asthma is one of the most common chronic conditions affecting Aboriginal children and adolescents in Canada, with associated high rates of hospitalization and emergency room visits. Social support deficits and social isolation pose significant problems for Aboriginal families coping with asthma challenges. However, support interventions that focus on the unique support needs of parents of Aboriginal children affected by asthma have not been investigated. Consequently, our study introduced support interventions to meet parents' perceived support needs and intervention preferences. The study was conducted in urban and rural sites in three Canadian provinces. The interdisciplinary research team encompassed Aboriginal researchers and knowledge users, and the multimethod participatory research design was guided by Aboriginal community advisory committees. Diverse support interventions, designed to address the particular preferences and needs of parents in specific communities, were offered. Seventy-seven parents participated. These parents reported expanded support resources, increased support seeking, improved coping skills, and decreased support and education needs following the interventions, which were tailored to their unique needs. These participatory interventions were considered accessible, acceptable, relevant, and useful by parents. [ABSTRACT FROM AUTHOR]

The article presents the position statement of the Canadian Paediatric Society on early childhood caries (ECC) in Indigenous children in the U.S. and Canada as of July 2021.

Background Most national surveys examining diet leave large segments of the Aboriginal population under-represented. The present study aimed to: (i) review primary research studies that investigated the dietary intakes of Canadian school-aged Aboriginal youths; (ii) summarise the tools and methodologies currently used to measure diet in this population; and (iii) identify knowledge gaps and suggest areas of future research. Methods A systematic review of research published between January 2004 and January 2014 related to the diets of Canadian school-aged (6-18 years) Aboriginal youths was undertaken, including Medline, Scopus, ERIC, Web of Science and Google Scholar databases. Studies were summarised based on purpose, year, sample population, setting, dietary assessment method and main findings. Results Twenty-four studies were reviewed, all of which were cross-sectional in design. Most ( n = 16; 67%) were from Ontario or Quebec, investigated the diets of First Nations ( n = 21; 88%) youths and took place in remote or isolated settings ( n = 18; 75%). Almost all of the studies used the 24-h recall to assess intake ( n = 19; 79%), of which 89% used a single recall. The findings suggest that the diets of Aboriginal youths could be improved. Of particular concern are inadequate intakes of vegetables and fruit, milk and alternatives, fibre, folate, vitamin A, vitamin C, calcium and vitamin D, concomitant with an excess consumption of sugar sweetened beverages, snacks and fast foods. Traditional foods remain important but tend to be consumed infrequently. Conclusions The diets of Canadian Aboriginal youths are energy-dense and nutrient-poor. The diets of Inuit and Métis youths, in particular, and perceptions of a balanced diet warrant further investigation. [ABSTRACT FROM AUTHOR]

The article discusses the challenges faced by indigenous children and youth when provincial government announced ‘stay at home orders', with the intention of slowing down the spread of COVID 19. Topics include various forms of cultural support and visits with their biological families; and gain skills to survive emotional pain associated with living in foster care.

The author observes that the Canadian federal government has adopted a narrow definition of the Jordan's Principle stating that when a dispute arises regarding public services for a First Nation child, the government of first contact pays for the service and addresses payment disputes later. She informs that the narrow definition has been found to be unlawful by the Federal Court of Canada and the Human Rights Tribunal. She also mentions that First Nations children experience service delays.