ÁñÁ«ÊÓƵ

The following global ideas guide the design and delivery of this course:

• Aboriginal child and youth care, early childhood and classroom and community support  practitioners work with children, youth, adults, families and communities in culturally appropriate ways.
• Good practitioners are aware of and refer to formal and informal networks, programs and sites.
• The history and legacy of colonization of Aboriginal peoples and people with different abilities has significant implications in the lives of children, families and communities
• Effective Aboriginal helpers are grounded in Aboriginal ways and teachings
• There are a variety of models of supports available to children, youth adults and families. An exemplary practitioner is aware of the implicit values and potential positive and negative implications of these models.
• Learning from elders, other practitioners and community members provides insight into roles, responsibilities and context for practice.
• Effective observers have clear focus, purpose and intention. They conduct themselves in a legal, culturally respectful and ethical manner.
• The ways in which observations are recorded and reported influences how the information is used. Cultural awareness, self awareness, contextual factors, choice of language and openness to reflection, review and revision need careful attention.
• Observation of and reflection on self are integral to effective Aboriginal human service work and on-going personal and professional development.
• Context and events are linked, thus contextual factors need consideration when observing, recording and interpreting.
• Positive change in the lives of children, youth and families happens with support, encouragement, planning, discussion, action and reflection.