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Mahsc 15th anniversary power point presentation
“Let us put our minds together
  and see what we can make
        for our children.”

          Sitting Bull (Tatanka Yotanka)
Aboriginal Head Start in Urban and
          Northern Communities
• The primary goal is to provide Aboriginal children with a
  positive sense of themselves, a desire for learning, and
  opportunities to develop fully as successful young people.
• AHS projects prepare young Aboriginal children for their
  school years by meeting their
  spiritual, emotional, intellectual and physical needs.
• Projects are locally designed and controlled, and
  administered by non-profit Aboriginal organizations.
• AHS directly involves parents and the community in the
  management and operation of projects.
• Parents are supported in their role as the child's first and
  most influential teacher, and the wisdom of elders is
  valued.
AHS Values and Beliefs about Children
• That adults are community role models who are to teach
  children how to live a good life.
• That children deserve opportunities to gain knowledge and
  experience of how to live a good life.
• That children acquire knowledge by watching, listening and
  doing, and adults are responsible for encouraging and
  guiding them in all those activities.
• That children, through being loved, valued and encouraged,
  will gain the courage, the strength and the wisdom to use
  the power of a good mind and spirit in all that they do.
• That children have a right to enjoy the opportunities that
  education offers.
• That children have a right to live in healthy, self-determining
  communities that are free of violence.
Program Components
• The focus of each AHS project is on Aboriginal preschool
  children and their families and includes programming in each
  of the following six program component areas.
   – Culture and Language
   – Education and School Readiness
   – Health Promotion
   – Nutrition
   – Social Support
   – Parental and Family Involvement
Culture and Language
• The purpose of the Culture and Language Component
  is to provide children with a positive sense of
  themselves as Aboriginal children.
• To build on the children's knowledge of their
  Aboriginal languages and experience of Culture in
  their communities.
• Projects enhance the process of cultural and
  language revival and retention, with the ultimate goal
  that, where possible, children will aspire to learn their
  respective languages and participate in their
  communities' cultures.
Culture and Language
Culture and Language
Education
• The purpose of the Education Component is to
  support and encourage each Aboriginal child to enjoy
  life-long learning.
• Projects will encourage each child to take initiative in
  learning and provide each child with enjoyable
  opportunities to learn.
• The ultimate goal is to engage children in the
  possibility of learning so that they carry forth the
  enthusiasm, self-esteem and initiative to learn in the
  future.
Education
Education
Nutrition
• The purpose of the Nutrition Component is to ensure
  that children are provided with food which will help
  meet their nutritional needs.
• Another goal is to educate about the relationship of
  nutrition to children's ability to learn, physical
  development and mental development.
• Mealtimes provide opportunities for
  sharing, teaching and socializing.
• The ultimate goal is to empower children and parents
  to develop or enhance nutritional eating habits that
  will be maintained following the children's AHS
  experience.
Nutrition
Parent Involvement
• The purpose of the Parental and Family
  Involvement Component is to support the parents'
  and family's role as children's primary teachers.
• This component provides the opportunity to
  empower parents to bring forth gifts and further
  develop as role models for children and in their
  communities.
• The ultimate goal is for parents and caregivers to
  complete the program being more confident, and
  assertive and having a deeper understanding of
  their children than when they began the program.
Parent Involvement
Health
• The purpose of the Health Promotion Component is
  to empower parents, guardians, caregivers and those
  involved with AHS to increase control over and
  improve their health.
• More specifically, the projects will encourage
  practices for self care, working together to address
  health concerns, and the creation of formal and
  informal social support networks.
• The ultimate goal is for those involved with AHS to
  take actions that contribute to holistic health.
Health
Social Support
• The purpose of the Social Support Component is to
  ensure that the families are made aware of resources
  and community services available to impact their
  quality of life.
• The project assists the families to access resources
  and community services.
• The ultimate goal of this component is to empower
  parents to access assistance and services which will
  support them to be active participants in their
  children's lives and AHS.
AN OUTCOME AND
SATISFACTION EVALUATION
    OF THE MANITOBA
    ABORIGINAL HEAD
     START PROGRAM
IN URBAN AND NORTHERN
COMMUNITIES: 2009-2010
Objectives For Children In The Program:
• Become more aware of their Aboriginal cultures
• Better able to communicate in their Aboriginal
  languages
• Increased strength, balance, and coordination
• Increased levels of confidence and independence
• Increased levels of curiosity
• Increased problem-solving abilities
• Increased abilities to share, take turns, and co-
  operate with other children
• Increased knowledge of the letters of the
  alphabet
• Increased knowledge of numbers (numeracy)
Objectives For Parents And Other Family Members
• Families will report improved attitudes toward physical activities
• Parents will report improved abilities to select healthy foods at the
  grocery store
• Parents will report improved knowledge of proper nutrition
• Parents will report improved abilities to prepare healthy meals
• Parents will report improved awareness of available community and
  parenting resources
• Parents will report an improved ability to use local community and
  parenting resources
• Parents will report improved parenting skills
• Parents will report improved abilities to detect health issues early
  on, in part, related to their children’s vision, hearing, and dental
  care
PROFILE OF THE CHILDREN AND FAMILIES IN THIS
                   STUDY
        Child Gender in MAHS Evaluation Outcomes


              Females
                187



                                      Males
                                       226
Aboriginal Ancestry in Outcome Evaluation




First Nations
   (Treaty)
     71%
                                       Metis
                                       22%




                                               First Nations
                                Non-Aboriginal (Non-Status)
                        0%           1%              6%
Languages Spoken in Children’s Homes
   Other    1.4
  Lakota    0
  Dakota    0.5
    Dene    0.7
   Michif   1.4
Saulteaux   1.4
  French     1.8
  Ojicree     3.6
 Ojibewe        7.9
    Cree              20.4
  English                                      91.4
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
EVALUATING CAREGIVER AND FAMILY INVOLVEMENT IN THE PROGRAM
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
EVALUATING CHILDREN’S DEVELOPMENT AND SCHOOL-READINESS
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation
Quotes
 “It has made him a more      • “I love the benefits of them
    confident child, more       learning numbers, letters and
    aware of his culture. In    sharing before they’re in
                                nursery and kindergarten.
    all there is no downside.   When he started school his
    It’s a wonderful            teachers were impressed he
    program.”                   already knew a lot of things.”

                                        “Teaching the mothers at the
• “A great strength I find is her          program how to better
  interaction with other children.         communicate with their
  I see her learning to share              children and giving them
  more and more, and have                  great surroundings to have
  excellent manners with other             fun in. Head Start also
  children. I see this, because it is      taught me how to cook a
  how she comes home and                   lot of meals in the kitchen.”
  treats her younger brother.”
The Manitoba Aboriginal Head
                Start Staff
 “The program’s greatest      “Having a great teacher who
                                is able to be sensitive to all
   strengths would to be        the children’s individual
   the Early Childhood          needs, and knowing what
   Education workers.           each child needs. The staff
   They help the children       are doing a great job.”
   learn new things daily.”

                                Thank You to all the
“The program has great          dedicated staff you
  staff with good                have impacted 15
  communication skills.          years of growth in
  My child loves                their communities!
  attending Head Start”
The Funders and the Sponsors
• To our funders Public Health Agency of
  Canada we thank your for your support and
  continued advocacy to keep Aboriginal Head
  Start strong for the children, the parents, and
  our communities.
• To our sponsors we thank you for believing in
  this initiative 15 years ago and making it a
  reality for the communities.
To the Parents
 Thank you to all the parents who believed in
        the Aboriginal Head Start program in
                     Manitoba.
You trusted us with your most precious children
                    and let us in.
 It is your love and continued encouragement
      that has given your children the tools to
             move forward and succeed.
Mahsc 15th anniversary power point presentation
Mahsc 15th anniversary power point presentation

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Mahsc 15th anniversary power point presentation

  • 2. “Let us put our minds together and see what we can make for our children.” Sitting Bull (Tatanka Yotanka)
  • 3. Aboriginal Head Start in Urban and Northern Communities • The primary goal is to provide Aboriginal children with a positive sense of themselves, a desire for learning, and opportunities to develop fully as successful young people. • AHS projects prepare young Aboriginal children for their school years by meeting their spiritual, emotional, intellectual and physical needs. • Projects are locally designed and controlled, and administered by non-profit Aboriginal organizations. • AHS directly involves parents and the community in the management and operation of projects. • Parents are supported in their role as the child's first and most influential teacher, and the wisdom of elders is valued.
  • 4. AHS Values and Beliefs about Children • That adults are community role models who are to teach children how to live a good life. • That children deserve opportunities to gain knowledge and experience of how to live a good life. • That children acquire knowledge by watching, listening and doing, and adults are responsible for encouraging and guiding them in all those activities. • That children, through being loved, valued and encouraged, will gain the courage, the strength and the wisdom to use the power of a good mind and spirit in all that they do. • That children have a right to enjoy the opportunities that education offers. • That children have a right to live in healthy, self-determining communities that are free of violence.
  • 5. Program Components • The focus of each AHS project is on Aboriginal preschool children and their families and includes programming in each of the following six program component areas. – Culture and Language – Education and School Readiness – Health Promotion – Nutrition – Social Support – Parental and Family Involvement
  • 6. Culture and Language • The purpose of the Culture and Language Component is to provide children with a positive sense of themselves as Aboriginal children. • To build on the children's knowledge of their Aboriginal languages and experience of Culture in their communities. • Projects enhance the process of cultural and language revival and retention, with the ultimate goal that, where possible, children will aspire to learn their respective languages and participate in their communities' cultures.
  • 9. Education • The purpose of the Education Component is to support and encourage each Aboriginal child to enjoy life-long learning. • Projects will encourage each child to take initiative in learning and provide each child with enjoyable opportunities to learn. • The ultimate goal is to engage children in the possibility of learning so that they carry forth the enthusiasm, self-esteem and initiative to learn in the future.
  • 12. Nutrition • The purpose of the Nutrition Component is to ensure that children are provided with food which will help meet their nutritional needs. • Another goal is to educate about the relationship of nutrition to children's ability to learn, physical development and mental development. • Mealtimes provide opportunities for sharing, teaching and socializing. • The ultimate goal is to empower children and parents to develop or enhance nutritional eating habits that will be maintained following the children's AHS experience.
  • 14. Parent Involvement • The purpose of the Parental and Family Involvement Component is to support the parents' and family's role as children's primary teachers. • This component provides the opportunity to empower parents to bring forth gifts and further develop as role models for children and in their communities. • The ultimate goal is for parents and caregivers to complete the program being more confident, and assertive and having a deeper understanding of their children than when they began the program.
  • 16. Health • The purpose of the Health Promotion Component is to empower parents, guardians, caregivers and those involved with AHS to increase control over and improve their health. • More specifically, the projects will encourage practices for self care, working together to address health concerns, and the creation of formal and informal social support networks. • The ultimate goal is for those involved with AHS to take actions that contribute to holistic health.
  • 18. Social Support • The purpose of the Social Support Component is to ensure that the families are made aware of resources and community services available to impact their quality of life. • The project assists the families to access resources and community services. • The ultimate goal of this component is to empower parents to access assistance and services which will support them to be active participants in their children's lives and AHS.
  • 19. AN OUTCOME AND SATISFACTION EVALUATION OF THE MANITOBA ABORIGINAL HEAD START PROGRAM IN URBAN AND NORTHERN COMMUNITIES: 2009-2010
  • 20. Objectives For Children In The Program: • Become more aware of their Aboriginal cultures • Better able to communicate in their Aboriginal languages • Increased strength, balance, and coordination • Increased levels of confidence and independence • Increased levels of curiosity • Increased problem-solving abilities • Increased abilities to share, take turns, and co- operate with other children • Increased knowledge of the letters of the alphabet • Increased knowledge of numbers (numeracy)
  • 21. Objectives For Parents And Other Family Members • Families will report improved attitudes toward physical activities • Parents will report improved abilities to select healthy foods at the grocery store • Parents will report improved knowledge of proper nutrition • Parents will report improved abilities to prepare healthy meals • Parents will report improved awareness of available community and parenting resources • Parents will report an improved ability to use local community and parenting resources • Parents will report improved parenting skills • Parents will report improved abilities to detect health issues early on, in part, related to their children’s vision, hearing, and dental care
  • 22. PROFILE OF THE CHILDREN AND FAMILIES IN THIS STUDY Child Gender in MAHS Evaluation Outcomes Females 187 Males 226
  • 23. Aboriginal Ancestry in Outcome Evaluation First Nations (Treaty) 71% Metis 22% First Nations Non-Aboriginal (Non-Status) 0% 1% 6%
  • 24. Languages Spoken in Children’s Homes Other 1.4 Lakota 0 Dakota 0.5 Dene 0.7 Michif 1.4 Saulteaux 1.4 French 1.8 Ojicree 3.6 Ojibewe 7.9 Cree 20.4 English 91.4
  • 34. EVALUATING CAREGIVER AND FAMILY INVOLVEMENT IN THE PROGRAM
  • 41. EVALUATING CHILDREN’S DEVELOPMENT AND SCHOOL-READINESS
  • 50. Quotes “It has made him a more • “I love the benefits of them confident child, more learning numbers, letters and aware of his culture. In sharing before they’re in nursery and kindergarten. all there is no downside. When he started school his It’s a wonderful teachers were impressed he program.” already knew a lot of things.” “Teaching the mothers at the • “A great strength I find is her program how to better interaction with other children. communicate with their I see her learning to share children and giving them more and more, and have great surroundings to have excellent manners with other fun in. Head Start also children. I see this, because it is taught me how to cook a how she comes home and lot of meals in the kitchen.” treats her younger brother.”
  • 51. The Manitoba Aboriginal Head Start Staff “The program’s greatest “Having a great teacher who is able to be sensitive to all strengths would to be the children’s individual the Early Childhood needs, and knowing what Education workers. each child needs. The staff They help the children are doing a great job.” learn new things daily.” Thank You to all the “The program has great dedicated staff you staff with good have impacted 15 communication skills. years of growth in My child loves their communities! attending Head Start”
  • 52. The Funders and the Sponsors • To our funders Public Health Agency of Canada we thank your for your support and continued advocacy to keep Aboriginal Head Start strong for the children, the parents, and our communities. • To our sponsors we thank you for believing in this initiative 15 years ago and making it a reality for the communities.
  • 53. To the Parents Thank you to all the parents who believed in the Aboriginal Head Start program in Manitoba. You trusted us with your most precious children and let us in. It is your love and continued encouragement that has given your children the tools to move forward and succeed.