國立虎尾科技大學 |

Finding the Voice of the Early Author : = The Impact of a Self-Authoring Program Among First Nations, Metis, and Inuit Preschool Children and Families.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Finding the Voice of the Early Author :/
Reminder of title:	The Impact of a Self-Authoring Program Among First Nations, Metis, and Inuit Preschool Children and Families.
Author:	Coulthard, Catherine.
Description:	1 online resource (306 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355532579

Finding the Voice of the Early Author : = The Impact of a Self-Authoring Program Among First Nations, Metis, and Inuit Preschool Children and Families.
Coulthard, Catherine.

Finding the Voice of the Early Author :The Impact of a Self-Authoring Program Among First Nations, Metis, and Inuit Preschool Children and Families. - 1 online resource (306 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2017.

Includes bibliographical references

This study examined the impacts of implementing a self-authored, dual language identity text program into an existing Aboriginal Head Start preschool program. First Nation, Metis, and Inuit (FNMI) preschool children and families, and educators were co-researchers in the blended Indigenous influenced, participatory action research study which spanned a one-year school timeline and research phase. This study includes an autoethnographic account of a non-FNMI, or a settler author's personal journey of consciousness and understandings related to surfacing issues of a non-FNMI person doing research with FNMI peoples. The study was underpinned by theoretical frameworks centred on valuing the interconnectedness of the familial and contextual environment of children. Moreover, this research embraces the notion that knowledge is socially constructed to create meaningful change. With this in mind, the study was framed to acknowledge the children's participatory contributions to the study, guided by Indigenous knowledge and Collaborative Frameworks (2012), Bronfenbrenner's Ecological Systems Theory (1968), the Academic Expertise, and Societal Power Relations Empowerment (Cummins, 2001), and Cummins' and Early's Literacy Engagement framework (Cummins & Early, 2011).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355532579Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Finding the Voice of the Early Author : = The Impact of a Self-Authoring Program Among First Nations, Metis, and Inuit Preschool Children and Families.
LDR:02995ntm a2200349K 4500 001 914719
005 20180724100528.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355532579
035 $a (MiAaPQ)AAI10634692
035 $a (MiAaPQ)toronto:16318
035 $a AAI10634692
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Coulthard, Catherine. $3 1188043
245 1 0 $a Finding the Voice of the Early Author : $b The Impact of a Self-Authoring Program Among First Nations, Metis, and Inuit Preschool Children and Families.
264 0 $c 2017
300 $a 1 online resource (306 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
500 $a Adviser: James Cummins.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2017.
504 $a Includes bibliographical references
520 $a This study examined the impacts of implementing a self-authored, dual language identity text program into an existing Aboriginal Head Start preschool program. First Nation, Metis, and Inuit (FNMI) preschool children and families, and educators were co-researchers in the blended Indigenous influenced, participatory action research study which spanned a one-year school timeline and research phase. This study includes an autoethnographic account of a non-FNMI, or a settler author's personal journey of consciousness and understandings related to surfacing issues of a non-FNMI person doing research with FNMI peoples. The study was underpinned by theoretical frameworks centred on valuing the interconnectedness of the familial and contextual environment of children. Moreover, this research embraces the notion that knowledge is socially constructed to create meaningful change. With this in mind, the study was framed to acknowledge the children's participatory contributions to the study, guided by Indigenous knowledge and Collaborative Frameworks (2012), Bronfenbrenner's Ecological Systems Theory (1968), the Academic Expertise, and Societal Power Relations Empowerment (Cummins, 2001), and Cummins' and Early's Literacy Engagement framework (Cummins & Early, 2011).
520 $a Through cyclical reflective practices, the co-researchers in this study found suggestive evidence of the positive impacts of the project for the children, their families, the staff, and the original author with regards to sense-of-self and cultural identity. This study can inform practice in early childhood education, specifically with respect to the provision of culturally relevant educational resources and programming for FNMI children.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
650 4 $a Native American studies. $3 1179522
650 4 $a Bilingual education. $3 1148431
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
690 $a 0740
690 $a 0282
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Toronto (Canada). $b Applied Psychology and Human Development. $3 1179697
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10634692 $z click for full text (PQDT)