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Life Pathways and Building Community May 13, 2025

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Life Pathways and Building Community May 13, 2025

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Life Pathways and Building Community May 13, 2025

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The National Collaborating Centre for Indigenous Health (NCCIH)

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National Collaborating Centre for Indigenous Health > Home

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First Nations Perspective on Health and Wellness

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First Nations Perspective on Health and Wellness

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​​​​​​​​Vision

​​​The First Nations Perspective on Health and Wellness aims to visually depict and describe the First Nations Health Authority : Healthy, Self-Determining and Vibrant BC First Nations Children, Families and Communities.

Visual D​​epiction

This visual depiction of the Perspective on Health and Wellness is a tool for the FNHA and First Nations Communities. It aims to create shared understanding of an holistic vision of wellness. This image is just a snapshot of a fluid concept of wellness: it can be adapted and customized freely and is not confined to remain the same.

The original image was created from researching other models; from feedback and ideas gathered from BC First Nations over the past few years and from traditional teachings and approaches shared by First Nations healers and elders at gatherings convened by the FNHA and its predecessor - the First Nations Health Society. This representation was developed by the FNHA with input from our Federal and Provincial government partners to create the Wellness Streams.

Understanding the Perspective

Centre C​ircle

The Centre Circle represents individual Human Beings. Wellness starts with individuals taking responsibility for our own health and wellness (whether we are First Nations or not).

Seco​nd Circle

The Second Circle illustrates the importance of Mental, Emotional, Spiritual and Physical facets of a healthy, well and balanced life. It is critically important that there is balance between these aspects of wellness and that they are all nurtured together to create a holistic level of well-being in which all four areas are strong and healthy.

Third ​​Circle

The Third Circle represents the overarching values that support and uphold wellness: Respect, Wisdom, Responsibility and Relationships. All other values are in some way essential to the four below:

Resp​e​ct

Respect is about honouring where we come from: our cultures, traditions, and ourselves.

Respect is intergenerational. It is passed on through our communities and families. It is the driving force of the community because it impacts all of our life experiences including our relationships, health, and work. It is defined as consideration and appreciation for others, but there is also recognition that respect is so much more in First Nations communities: it entails a much higher standard of care, consideration, appreciation and honour and is fundamental to the health and wellbeing of our people.

There is an intuitive aspect to respect, because it involves knowing how to be with oneself and with others.

Wis​do​​m

Wisdom includes knowledge of language, traditions, culture and medicine.

Like respect, wisdom is an understanding that is passed on by our ancestors from generation to generation and has existed since time immemorial. It is sacred in nature and difficult to define.

Responsi​​bility ​

Responsibility is something we all have: to ourselves, our families, our communities and the land.

Responsibility extends not just to those with whom we come into contact or relate, but also to the roles we play within our families, our work and our experiences in the world.

Also entailing mutual accountability and reciprocity, responsibility intersects with many areas of our lives, and involves maintaining a healthy, balanced life as well as showing leadership through modelling wellness and healthy behaviours.

Relations​​hips

Relationships sustain us.

Relationships and responsibility go hand in hand. Like responsibility, relationships involve mutual accountability and reciprocity. Relationships are about togetherness, team-building, capacity building, nurturing, sharing, strength and love.

Relationships must be maintained both within oneself and with those around us.

Fourth Circle

The Fourth Circle depicts the people that surround us and the places from which we come. Land, Community, Family and Nations are all critical components of our healthy experience as human beings.

Land is what sustains us physically, emotionally, spiritually and mentally.

We use the land for hunting, fishing, and gathering. The land is where we come from and is our identity. It is more than just the earth. It includes the ocean, air, food, medicines and all of nature.

We have a responsibility to care for the land and to share knowledge of the land with our people. Land and health are closely intertwined because land is the ultimate nurturer of people. It provides not only physical but emotional and spiritual sustenance, because it inspires and provides beauty; it nurtures our souls.

Com​​mu​​nity

Community represents the people where we live, where we come from, and where we work.

There are many different communities: communities of place, knowledge, interests, experiences and values. These all have a role in our health.

Fami​​ly

Family is our support base, and is where we come from.

There are many different kinds of families that surround us, including our immediate and extended families. For First Nations people, family is often seen as much broader than many Western perspectives. Our immediate and extended families are often interchangeable, so Western descriptions and definitions don't always apply.

Our families may also include who we care for, support systems, and traditional systems in addition to (or instead of) simply blood lines. It is important to recognize the diversity that exists across British Columbia, that there are different family systems that exist (e.g. matrilineal).

Nat​ions

Nations include the broader communities outside of our immediate and extended families and communities. In essence, Nation is an inclusive term representing the various Nations that comprise your world.

The Fif​​th Circle​

The Fifth Circle depicts the Social, Environmental ​, Cultural and Economic determinants of our health and well-being.

So​​​cial

Social determinants such as security, housing, food, prevention, promotion, education, health awareness, and outreach supports, are all critical aspects of our health and well-being.

Environ​​mental

Environmental determinants include the land, air, water, food, housing, and other resources that need to be cared for and considered in order to sustain healthy children, families and communities. Safety and emergency preparedness are critical components.

Cul​​tural

Cultural determinants include language, spirituality, ceremonies, traditional foods and medicines, teachings, and a sense of belonging.

Econo​mic​

Economic determinants include resources which we have a responsibility to manage, share, and sustain for future generations. There is a need to create balance in how we use our resources and a need for good leadership to help us create this balance.

Outer Circle

The people who make up the Outer Circle represent the FNHA Vision of strong children, families, elders, and people in communities. The people are holding hands to demonstrate togetherness, respect and relationships, which in the words of a respected BC elder can be stated as "one heart, one mind." Children are included in the drawing because they are the heart of our communities and they connect us to who we are and to our health.

Colo​urs

The colors of the sunset were chosen specifically to reflect the whole spectrum of sunlight, as well as to depict the sun's rotation around the earth which governs the cycles of life in BC First Nations communities.

Back​ground

The First Nations Perspective on Health and Wellness started as a draft visual concept of wellness created by the Traditional Wellness Working Group and staff and advisors from the FNHA.

The visual model and description was presented to BC First Nations at Gathering Wisdom V in May 2012. The feedback gathered at Gathering Wisdom V was then incorporated into the current visual model and description.

The First Nations Perspective on Health and Wellness is intended to serve as a starting point for discussion by First Nations communities on what they conceptualise as a vision of wellness for themselves and the FNHA.

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First Nations Perspective on Health and Wellness

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​​​The First Nations Perspective on Health and Wellness aims to visually depict and describe the First Nations Health Authority : Healthy, Self-Determining and Vibrant BC First Nations Children, Families and Communities. This visual depiction of the Perspective on Health and Wellness is a tool for the FNHA and First Nations Communities.

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As Ontario strives to rebuild and recover from the effects of the COVID-19 pandemic, action is needed now to prioritize our children's optimal health and development. By applying Indigenous tools and approaches to well-being through access to the outdoors and physical activity, we can help to reduce the consequences of the pandemic and shape the future trajectories for a generation at risk. This call to action was created in partnership between Native Child and Family Services of Toronto (NCFST), The Hospital for Sick Children (SickKids) and researchers from the Factor-Inwentash Faculty of Social Work at the University of Toronto.

Overview: Children and youth have been severely impacted by the COVID-19 pandemic

Children and youth have been profoundly affected by the ongoing COVID-19 pandemic. While the prevalence, symptoms and health outcomes of COVID-19 tend to be much less severe for children and youth compared to adults, the toll of the pandemic and the associated public health restrictions on child health, development and well-being is severe. Evidence indicates that the social, emotional and educational impacts of the pandemic, including prolonged isolation, repeated school closures, hours of screen time and increased stress and fears about the virus, have all had a dramatic effect on both physical and mental health in children and youth ( Tombeau Cost et al., 2021; Public Health Ontario, 2020). Children have missed out on opportunities for learning and skills development, including positive and safe practices for outdoor activities - both at school and in the community. Furthermore, the pandemic has been associated with disruptions to critical developmental milestones, increased symptoms of anxiety and depression in children of all ages, increases in speech delay in young children and a rise in emergency department visits for eating disorders ( Couturier et al., 2021). Children and youth are different than adults - their brains continue to develop and the pandemic restrictions have deprived them from important social, emotional and physical interactions. This deprivation, in combination with increased levels of stress experienced by caregivers and children and youth themselves during the pandemic, can have a long-lasting effect on brain development ( Center on the Developing Child, 2020).

This report is a call to action - Ontario cannot afford to ignore the increasing consequences of pandemic restrictions on the health and well-being of children and youth.

We are currently experiencing the effects of a difficult third wave of COVID-19, with schools closed indefinitely and families restricted to staying home at all times except for essential trips. While we need to continue to implement public health measures to prevent the spread of COVID-19, we must prioritize schools as the first doors to open before other parts of the economy and open outdoor activities for children and youth to protect their health, safety and well-being. Given the numerous benefits of participation in physical, social and other outdoor recreational activities, strategies are needed to overcome barriers to participation and promote alternative approaches to support outdoor activities for children now, and throughout the pandemic recovery period. The science is clear that the risk of outdoor transmission of COVID-19 is substantially lower than indoor transmission, especially with appropriate distancing and personal protective equipment (PPE). Therefore, there is an urgent need to prioritize outdoor activities for children and youth to begin to mitigate the devastating and inequitable effects of pandemic-related restrictions on their health and well-being, and to support an active recovery for children, youth and their families. We propose a way forward that acknowledges and respects Indigenous land-based approaches to health and wellness to reconnect children to the outdoors.

A framework for action: Leaning into the land for wellness

Indigenous Peoples have long known the importance of leaning into the land for wellness. For millennia, Elders and knowledge keepers have recognized that interaction with the natural world around us promotes physical, emotional, mental and spiritual wellness for all people. This important principle provides a fundamental lesson on the effectiveness of Indigenous tools and approaches to well-being that can be applied to the current COVID-19 crisis.

By strengthening connections to the outdoors, the consequences of the pandemic can be reduced not only for Indigenous communities, but for all children and youth in Ontario and beyond.

The value of this approach can be seen in the successful implementation of recent outdoor programming offered by NCFST. In March 2020, NCFST suspended the majority of face-to-face services in compliance with local and provincial guidelines. As other countries that were further along in their pandemic trajectories generated new data, it appeared that many of the challenges children and youth were experiencing could be mitigated through trauma-informed land-based practices. Following this model, NCFST began offering safe outdoor programming in select City of Toronto parks starting June 15, 2020, enabled by the agency's status as an essential services provider.

Families from a single household could register for hour-long sessions where they would meet a single staff member delivering programming while physically distancing and wearing appropriate PPE. Indigenous approaches to engagement with trees, water, the earth (grass, soil) and urban wildlife were accompanied by cultural songs, crafts, games and other activities. A rapid evaluation of over 50 families participating in the program throughout the first and second waves of the pandemic showed that participants experienced increases in physical activity and wellness, improvements in their overall mental health and an increase in feelings of family, community and cultural connectedness ( On the Land Report, 2020). This pivot to land-based practice demonstrates how Indigenous innovation can provide critical direction for instituting safe outdoor practice supporting the physiological, mental health and developmental needs of children and youth throughout this pandemic.

The importance of outdoor activity for children and youth

The benefits of physical activity for the growth and development of children and youth prior to the COVID-19 pandemic are unquestioned. Recent studies demonstrate that greater physical activity and movement levels in children and youth are associated with the following outcomes: higher health-related quality of life; improved cardiovascular health, bone health, immune function, and indices of adiposity (e.g., body mass index, fat mass, waist circumference); cognitive development; and academic achievement ( ParticipACTION, 2020). Notably, physical activity is known to promote healthy brain development and to be effective for preventing and treating both mental health conditions (i.e., anxiety and depression) and brain-based disorders in children ( Biddle & Assare, 2011; Hillman et al., 2008; Monti et al., 2012; Riggs et al., 2017; Szulc-Lerch et al., 2018; ParticipACTION, 2018) and youth ( DiPietro et al., 2019).

Different types of physical activity, including both structured and unstructured activities, have wide-ranging benefits. For example, unstructured, free play outdoor activity is effective at promoting cognitive skills and learning, socio-emotional skills such as resilience and self-regulation, as well as motor development in young children ( Tremblay et al., 2015). Activities such as running, cycling, swimming, hiking and exploring not only improve physical fitness, but can also stimulate creativity, imagination and problem-solving abilities. In addition, children are more motivated to participate in physical activities that are play-based and group and team-based, which support social development ( ParticipACTION, 2020). Children's participation in organized sports increases their self-esteem and ability to regulate their emotions, and provides opportunities for positive social interactions and experiences, which is particularly valuable for children who may struggle in other domains, such as academics. Moreover, physical activity helps improve social integration for children with disabilities, enhancing their interaction and communication skills, resulting in improved daily functions, health-related outcomes and quality of life ( ParticipACTION, 2018).

Outdoor activity during the pandemic

Despite numerous and well-documented benefits of physical activity and outdoor recreation for children and youth, participation in these activities has been severely limited as a result of mandated public health restrictions since the beginning of the COVID-19 pandemic ( Chafee et al., 2021). For example, organized team sports through schools and community centres have been cancelled, outdoor recreational amenities and facilities have been closed and even playgrounds, outdoor play equipment and recreational amenities were off-limits to children in Ontario during parts of the first and third waves of the pandemic. New research reports that COVID-19 restrictions are associated with an overall lower amount of time spent in outdoor play among Canadian children and youth ( Chafee et al., 2021; Moore et al., 2020, de Lannoy et al., 2020). Findings from an online survey of Canadian parents conducted in April 2020 demonstrated that children and youth spent less time outdoors, were less physically active and more sedentary, slept more and spent more time on screen-based recreational activities compared to pre-COVID-19 ( Moore et al., 2020).

Considering the unprecedented impact of the pandemic on the health and well-being of children and youth in marginalized communities and those with specific vulnerabilities due to brain-based disorders and disabilities, outdoor physical activity remains an essential tool to support our most at-risk citizens. Structured physical activity in schools, community organizations, sport and child centres are ideal during the pandemic because appropriate public health measures can be implemented and monitored in these settings. However, children and youth can still participate in unstructured activities, can be active in small groups and can engage in outdoor sports − all while maintaining safe public health practices (i.e., physical distancing).

Evidence is clear that the risks of COVID-19 transmission are much lower outdoors and that moving activities from indoor to outdoor settings may reduce infections ( Bulfone et al., 2020). Moreover, there are effective mitigation strategies and protocols that can be implemented to enable safe outdoor activities for children, including active screening measures, masking, cohorting with small groups, physical distancing, handwashing, distanced eating and environmental cleaning and disinfection. Strategies can also be implemented to enhance protection for outdoor staff and counsellors, such as PPE and vaccination. Outdoor sports organizations in Ontario have demonstrated the effectiveness of these measures thus far. For example, across 120 clubs and 7,000 participants within Athletics Ontario, there were zero reported cases of COVID-19 during outdoor training sessions ( Hustwick & Oslan, 2021).

Parents, caregivers and educators also play an important role in collaborative efforts to increase children's activity levels. There is good evidence that parents and caregivers have an influence on children's physical activity, through active participation, providing access to outdoor spaces and activities, role modelling and providing support and encouragement ( ParticipACTION, 2020).

Therefore, to support greater physical activity in young children, we need to support their families and caregivers as well.

This can be done through family-based play and physical activity. The benefits of strategies to enhance outdoor activity for families as a whole extends to parents' and caregivers' mental health as well. For example, the majority of parents of young children in Canada report high levels of concern and stress over their children's isolation and loneliness, and lack of opportunities to socialize with friends during the pandemic ( Statistics Canada, 2020). Three-quarters (74 per cent) of parents were also very or extremely concerned about their ability to balance child care, schooling and work. This burden on parents may be reduced by increasing opportunities for outdoor programming for children, including outdoor summer camps.

Considerations for ethnic, racialized, minority and marginalized children and youth

While all children and youth have been impacted by the COVID-19 pandemic, the impact is disproportionately greater for children in certain population groups, including Indigenous and racialized children, newcomers, those living in poverty, those with pre-existing physical and mental health conditions and those with disabilities. Across the globe, COVID-19 and the public health measures put in place to contain its spread have magnified pre-existing health and socioeconomic inequities between these population groups ( Chagla et al., 2021; Hahmann, 2021). These inequities are rooted in structural drivers such as political and socioeconomic structures, as well as colonialism and racism, which affect both an individual's risk of exposure and susceptibility to the disease and the impact of pandemic-related measures ( Del Pino & Camacho, 2020; Saint-Girons et al., 2020). Moreover, the long-term consequences of the pandemic and its restrictions on child development are expected to be worse for children already in disadvantaged situations, such as those experiencing poverty, racism or violence, because of the added stress of the pandemic ( Center on the Developing Child, 2020; United Nations, 2020).

Indigenous children, especially those living in remote communities, also face greater challenges and barriers in access to essential supports and services including education, and access to green space and other fundamental health and cultural services, and these inequities will widen as a result of ongoing public health restrictions ( Hahmann, 2021). Considering this multitude of risk factors for Indigenous children during the pandemic, there is an even greater need to strengthen and expand equity-oriented strategies, such as the land-based wellness practices described above, to begin to address the inequities facing Indigenous children that have been magnified by the pandemic.

Recommendations

In recognition of the disproportionate impact of the COVID-19 pandemic and its associated public health restrictions on children and youth, including those who are Indigenous and those living in marginalized communities with less access to outdoor space, the recommendations presented below aim to facilitate increased activity levels among children and youth during and after the pandemic, with a focus on outdoor activity. Recommendations are targeted towards different groups, each of whom have important roles and responsibilities in promoting safe and active recreational opportunities for children and youth in Ontario.

Provincial and municipal governments

Promote outdoor public spaces including parks, playgrounds, schoolyards, sports fields, skate parks, sport courts, trails, city beaches, pools and camping spaces, and re-open those spaces that are currently closed now. This should not be dependent on the conclusion of stay-at-home orders.
Restart and expand organized sports and activities and outdoor community camps, following appropriate public health guidelines, for children and youth in all communities.

Improve resourcing and access to safe outdoor spaces and activities for all children and youth with a focus on reaching marginalized and isolated families, including those living in high-density spaces such as apartment buildings with limited access to safe outdoor spaces. Engage community members including children and youth in the planning process.

Ensure public health messages about outdoor activities are communicated clearly, consistently and in multiple languages to remove barriers to participation.

Explore alternative delivery methods for recreational programming for children, such as allowing EarlyON Child and Family Centres and other organizations across Ontario to deliver outdoor programming in public spaces.

Ensure equitable access to physical activities and outdoor space for children with special needs and health conditions, and provide alternative options and adaptations as needed.

Ensure strong coordination and collaboration between municipal, provincial and local public health leaders, park and recreation staff, physical activity and sports organizations, parents/caregivers and children and youth.

Support a multisectoral pedagogical approach to outdoor learning in school curricula that teaches about human responsibility for stewardship of the land and respect for its resources.

Educators and school, child care and early learning centre administrators

Identify and remove barriers for outdoor learning and participation in outdoor physical activity and play. Invest in infrastructure, programs, training and policies now and for the upcoming school year to remove these barriers.

Incorporate more outdoor physical activity into daily school and child-care lessons and programming, including active breaks and access to outdoor time to encourage physical activity and minimize long periods of sedentary behaviours among children and youth.

Prepare for school sports and other extra-curricular physical activities for the upcoming school year.

Community programming organizations and staff

Follow all public health safety protocols to allow safe participation in outdoor activities and sports while protecting the safety of the staff and participants.

Hire youth in leadership roles (counsellors, counsellors-in-training, etc.) to help staff summer camps, parks, pools and recreation activities.

Continue to plan for outdoor activities and sports for children and youth during this summer and into the next school year.

Public health professionals and health-care providers

Provide clear safety procedures and policies for outdoor activities and sports to encourage skill development and social interaction.

Provide education, resources (e.g., PPE) and training for outdoor staff and counsellors on health, safety and mental health support for children and youth during the pandemic.

Prioritize and facilitate vaccination of outdoor recreation staff, such as camp counsellors, and ensure access to appropriate PPE, policies and procedures for staff.

Educate and reinforce the physical, developmental and mental health benefits of outdoor play and physical activity for children and their families.

Advocate for access to physical activity and safe outdoor places for children, youth and their families.

Parents/caregivers, children and youth

Make family time active time - look for opportunities to get active and spend time outdoors as a family.

Support children and youth in maintaining physical activity and outdoor time by encouraging, facilitating, modelling, setting expectations and engaging in physical activity and outdoor time with them.

Encourage and support children and youth to advocate and stand up for their rights to safe, accessible outdoor space and opportunities for physical activity and sports through the summer and into the upcoming school year.

Acknowledgements

Principal authors

Jeffrey Schiffer PhD, Executive Director, Native Child and Family Services of Toronto; adjunct Professor, Factor-Inwentash Faculty of Social Work, University of Toronto

Catherine S. Birken MD, M.Sc., FRCPC, Senior Scientist, Child Health Evaluative Sciences, Staff Paediatrician, The Hospital for Sick Children; Professor, Department of Paediatrics, University of Toronto

Co-authors

Eyal Cohen MD, M.Sc., FRCPC, Program Head, Child Health Evaluative Sciences, Staff Physician, Complex Care Program, The Hospital for Sick Children; Professor, Paediatrics and Health Policy, Management & Evaluation, University of Toronto; Co-Director, Edwin S.H. Leong Centre for Healthy Children

Barbara Fallon PhD, Professor, Factor-Inwentash Faculty of Social Work, Canada Research Chair in Child Welfare, University of Toronto

Donald J. Mabbott PhD, C.Psych, ABPP-cn, Senior Scientist and Program Head, Neurosciences and Mental Health, The Hospital for Sick Children; Professor, Department of Psychology, University of Toronto

Steven P. Miller MD, FRCPC, Head, Neurology, The Hospital for Sick Children; Professor, Department of Paediatrics, University of Toronto

Genevieve Sansone MASc, PhD, Research Associate, Factor-Inwentash Faculty of Social Work, University of Toronto

Sima Sajedinejad MD, MPH, PhD, Research Associate, Factor-Inwentash Faculty of Social Work, University of Toronto

Meta Van den Heuvel MD PhD, Staff Pediatrician, The Hospital for Sick Children; Assistant Professor, Department of Paediatrics, University of Toronto

Ashley Vandermorris, MD, M.Sc., FRCPC, Staff Physician, Department of Adolescent Medicine, The Hospital for Sick Children; Assistant Professor, Department of Paediatrics, University of Toronto

Reviewers/ contributors/ acknowledgements

We are very grateful for the reviews and contributions provided by:

Daphne J. Korczak MD, M.Sc., FRCPC (Paediatrics), FRCPC (Psychiatry), Associate Scientist, Neuroscience and Mental Health, Psychiatrist, The Hospital for Sick Children; Associate Professor of Psychiatry, Faculty of Medicine, University of Toronto

Nisha Thampi MD, M.Sc., FRCPC. Assistant Professor and Pediatric Infectious Diseases Consultant, University of Ottawa

Leigh M. Vanderloo, M.Sc., PhD. Adjunct Professor, School of Occupational Therapy, Western University

We appreciate the lived expertise and detailed review of Family Advisors Ashley Audrain, Eugene Cortes, Nasra Aidarus and other members of the SickKids Centre for Innovation & Excellence in Child and Family-Centred Care.

Endorsements

This document has been endorsed by:

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Let the children play: Getting children and youth outdoors now for an active recovery

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As Ontario strives to rebuild and recover from the effects of the COVID-19 pandemic, action is needed now to prioritize our children's optimal health and development. By applying Indigenous tools and approaches to well-being through access to the outdoors and physical activity, we can help to reduce the consequences of the pandemic and shape the future trajectories for a generation at risk.

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2025 in Review: 25 Good News Stories from First Nations

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This year, First Nations in the Great Bear Rainforest and Haida Gwaii were recognized for their leadership in stewarding their lands and waters, strengthening governance and partnerships, and revitalizing languages and cultural traditions. Nations ratified new treaties and constitutions, advanced Indigenous-led conservation financing, expanded Guardian and stewardship programs, and led historic clean-energy transitions. Communities also

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Indigenous Children's Books

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Maika Harper illustrated by Lenny Lishchenko

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Selected and Evaluated by Teacher-Librarians and Educators.

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Watch popular shows like Schitt's Creek, Luther, Kim's Convenience, plus Films and Live TV on any device

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9 Children's Books by Indigenous Writers

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9 Children's Books by Indigenous Writers

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June is National Indigenous History Month in Canada. In 2018, Métis writer Cherie Dimaline curated this list of nine children's books by Indigenous writers and artists that are worth checking out for CBC Books.

Dimaline is the author of the books , The Girl Who Grew a Galaxy, A Gentle Habit and The Marrow Thieves. In 2017, she won the Governor General's Literary Award for young people's literature - text and Kirkus Prize for young readers' literature for The Marrow Thieves. In 2018, singer Jully Black defended The Marrow Thieves on Canada Reads. Her latest is the novel Empire of Wild.

"Nicola I. Campbell is a powerful storyteller (you should go to a reading, trust me) and a unique voice. Passionately connected to her community, she works to preserve, protect and hand down her stories - and she does so while putting forth excellence in the craft. A Day with Yayah is one of those books parents are happy to read again and again to their children."

"Winner of the 2017 Governor General's Literary Award for children's illustration, this heartwarming story of a grandmother explaining residential schools will bring you all the feels. It's so beautiful and so gentle, and therein lies its transformative power. Julie Flett continues to dazzle with her highly original illustrations."

"This remarkable story of Dupuis' grandmother and her family's journey with residential schools deserves every accolade it's received since being published. Dupuis is an advocate for community stories and it shows in her vivid book, a volume that has made it into classrooms and homes across the continent, sparking conversation and building reconciliation through story."

"Kids' books need to be joyful, full of adventure, lively and most of all, to have a great and lovable hero. Wheeler manages to bring all these elements together in his fun-loving children's book."

"Amik Loves School is just one book in a seven volume series written by multi-award winning superstar Katherena Vermette and illustrated by Irene Kuziw. Each story illustrates one of the Seven Grandfather Teachings (Anishinaabe): Humility, Truth, Wisdom, Love, Bravery, Honesty and Respect. Geared toward readers from kindergarten to Grade 4, this is an invaluable teaching tool for all children."

"There are works that remind you that there is still magic in the world. This one reminds you that the magic is you. The dynamic duo of Richard Van Camp and Julie Flett is nothing short of the very best. Get this board book for every little one you know."

"Governor General's Literary Award-nominated YA author Aviaq Johnston proves she is as versatile as she is skilled with her children's book about a little Inuk girl trying to find her own power. We get to meet the immensely likable Nalvana and learn Inuktitut words as we follow her on her journey. Heartwarming and energizing for all readers. Oh, and the kids will love it too."

"Flett's work is like a quilt cut from storybooks - the images folded into one another to make a beautiful whole, yet each one is a piece of art worthy of a frame. Here she brings her stand-out style to preserve and illuminate the endangered Michif language."

"A gorgeously illustrated picture book, You Hold Me Up is an important tool in starting and maintaining conversation about just what it means to have connections, to build relationships and to truly find reconciliation. It is exactly the kind of top-notch children's literature we have come to expect from Monique Gray Smith. And she delivers every time."

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9 children's books by Indigenous writers to read | CBC Books

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June is National Indigenous History Month in Canada. In 2018, Métis writer Cherie Dimaline curated this list of nine children's books by Indigenous writers and artists that are worth checking out for CBC Books. Dimaline is the author of the books , The Girl Who Grew a Galaxy , A Gentle Habit and The Marrow Thieves .

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Discover our collection of films by Indigenous filmmakers, from Alanis Obomsawin to Gil Cardinal.

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Spirit Bear Children's Guide Calls to Action

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Spirit Bear Children's Guide Calls to Action

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Promoting Indigenous Languages in Early Learning and Child Care

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Promoting Indigenous Languages in Early Learning and Child Care

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· Children learn language best in a language-rich environment.

· Early learning and child care practitioners should find out what languages are spoken at home so that they are aware of how much the child has been exposed to her Indigenous language. It is important to note that not all parents are fluent in their Indigenous language.

· Communicate with families in their preferred language.

· Involve parents and promote family participation in language-based activities in the early learning and child care setting so that they will understand the methods used to encourage acquisition of the Indigenous language, and may decide to adapt them in the home environment.

· Mixing languages is a normal part of language development for many children who are learning two languages. Children learning a second language should be encouraged to experiment.

Discover our Indigenous Child Care topic area

Opportunities to use Indigenous languages:

· Try to use Indigenous language throughout the day in your program, rather than just during a particular activity. Speak the Indigenous language during routines and transitions.

· Use some phrases in Indigenous language with each new activity that is planned.

· Learning songs is a fun way to become comfortable with the sounds and pronunciation of words.

· Play traditional games and make traditional crafts to hear and use the Indigenous words associated with these activities.

· Model language use through storytelling and recounting legends.

· Organize activities that allow children to explore nature and to use Indigenous words to describe the things they observe.

· Bring photos of cultural activities and community events to circle time and discuss what is happening in them.

· Children learn best by building on familiar experiences, so help them name their clothes, and talk with them about toys, other familiar objects and daily activities. Try not to just name objects for the children, but instead encourage an exchange by asking them to say what they think the object is called, or to talk about what it is used for.

· Ask children to use Indigenous words to describe how they are moving during a physical activity, e.g. moving quickly like a rabbit, slowly like a turtle, or slithering like a snake.

· Explore the senses. Using the Indigenous language, talk about how things look, feel, smell, taste, and sound.

· Identify play areas and materials in Indigenous languages to expose children to the written form of the languages. Provide books written in Indigenous languages.

· Ask parents to provide some family photographs and then ask the children to talk about what is happening in the photographs, using their Indigenous language. Write down what they say so that you create a personalized book together.

· Younger children look up to older children, so ask older children to tell stories to the younger ones in order to model using Indigenous language.

· Serve traditional foods so that children have the opportunity to hear and use the names of these foods.

· Invite guests from the community who can speak to the children in their Indigenous languages. They can present cultural activities to the children such as traditional dance and dress, games, crafts, and stories that will capture the children's attention, model language use, and help to promote cultural awareness.
References:
Ball, J. and Lewis, M. First Nations Elder's and Parent's

Views on Supporting Children's Language Development.

School of Child and Youth Care, University of Victoria.

Bradley, Jennifer and Kibera, Peris. (2006) Closing the

Gap - Culture and the Promotion of Inclusion in Child Care.

Young Children. pp. 34-40.

Burns, M.S. and Stechuk, Robert A. (2005) Does It Matter

How Adults Use Children's First Language and English

When They Talk to Preshoolers? Young Children. pp. 42-43.

David, Judy (EdD) et al. (2005) Head Start Embraces

Language Diversity. Young Children. November. pp. 40-43.

Drew, Ramona and Grass, Regina. (2005) Head Start:

An Avenue to Revitalize a Language. Young Children.

pp. 41-42.

Jones, Guy W. and Moomaw, Sally. Native Curriculum

in Early Childhood Classrooms. Childhood Education -

Infancy Through Early Adolescence. Winter 2005/06.

pp. 89-94.

Melvor, Onowa. (2005) The Contribution of Indigenous

Heritage Language Immersion Programs to Healthy Early

Childhood Development. Research Connections Canada,

Volume 12. Canadian Child Care Federation.

Onchonga, Onsomu. (2005) Welcome to the Sharing and

Learning Space. Young Children. November. p. 41.

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Promoting Indigenous Languages in Early Learning and Child Care

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· Children learn language best in a language-rich environment. · Early learning and child care practitioners should find out what languages are spoken at home so that they are aware of how much the child has been exposed to her Indigenous language. It is important to note that not all parents are fluent in their Indigenous language.

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Indigenous Child Care | Canadian Child Care Federation

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Indigenous Child Care | Canadian Child Care Federation

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Indigenous Child Care | Canadian Child Care Federation

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Learn more about how Indigenous children and families of First Nations, Inuit and Métis communities can select culturally appropriate Indigenous child care programs.

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It looks like your browser does not have JavaScript enabled. Please turn on JavaScript and try again.

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first nations health directors association

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The BC First Nations Health Authority (FNHA) is the first province-wide health authority of its kind in Canada.

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The National Voice for Indigenous Women since 1974

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Kci-Niwesq | Native Women's Association of Canada

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Kci-Niwesq | Native Women's Association of Canada

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About Kci-Niwesq

Kci-Niwesq is an e-zine bringing voices and issues of Indigenous women and gender-diverse people to the forefront.

Kci-Niwesq is a Maliseet phrase meaning, "The great spirit of the female side of all life and all things." Published monthly by the Native Women's Association of Canada (NWAC), Kci-Niwesq explores ground-breaking research on challenges facing Indigenous Women, Girls, Two-Spirit, Transgender, and Gender-Diverse+ (WG2STGD+) People, as well as innovative programs, initiatives, and interviews with inspiring individuals.

Subscribe!

Subscribe to our e-zine and get new issues as they come out! Be the first to know about NWAC updates, programs, and activities. You can unsubscribe any time.

À propos de Kci-Niwesq

Kci-Niwesq est un magazine électronique qui met en avant les voix et les problèmes des femmes autochtones et des personnes issues de la diversité des genres.

Kci-Niwesq est une expression malécite qui signifie "Le grand esprit du côté féminin de toute vie et de toute chose". Publié mensuellement par l'Association des femmes autochtones du Canada (AFAC), Kci-Niwesq explore les recherches novatrices sur les défis auxquels sont confrontées les femmes, les filles, les personnes bispirituelles, transgenres et de genre diversifié (WG2STGD+), ainsi que les programmes et initiatives novateurs, et les entretiens avec des personnes inspirantes.

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Abonnez-vous à notre e-zine et recevez les nouveaux numéros dès leur parution ! Soyez le premier à être informé des mises à jour, des programmes et des activités de l'AFAC. Vous pouvez vous désabonner à tout moment.

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Kci-Niwesq | Native Women's Association of Canada (NWAC)

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Kci-Niwesq is an e-zine bringing voices and issues of Indigenous women and gender-diverse people to the forefront. Kci-Niwesq is a Maliseet phrase meaning, "The great spirit of the female side of all life and all things."

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Land as First Teacher | Hopi Martin (Part 1)

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The Outreach Worker is a member of the Alluriarniq Program. Alluriarniq means stepping forward. Through mobile outreach, case management, counseling, and Elder guidance, the Alluriarniq Program assists Inuit youth and adults aged 13 [...]

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Tungasuvvingat Inuit is an Inuit-specific urban services provider that offers community supports for Inuit of all ages. Finding your way through the urban systems and getting the support you need is what TI does.

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One of the Last Fluent Lakota Speakers in Canada Worries About the Future of the Language | CBC News

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One of the Last Fluent Lakota Speakers in Canada Worries About the Future of the Language | CBC News

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Hartland Goodtrack remembers his grandma telling him how they fled the U.S. to the Canadian border with other families after the Battle of the Little Big Horn, led by the great Lakota leader Sitting Bull.

Although Sitting Bull himself returned to the United States in 1881, 37 families remained in Canada and founded Wood Mountain. Today it is the only Lakota community in the country.

Goodtrack was born in 1938 at his grandparents' small home in the community.

His Lakota name is Eya Ta-Gi-La, which means to be stingy of your language.

Goodtrack's grandmother decided they were going to raise him to learn the Lakota ways. Lakota was his first language, and he didn't learn a word of English until he was six years old.

After his grandmother passed away when he was five, he was raised solely by his grandfather, who took him along to meet farmers to sell fence pickets.

Goodtrack said the RCMP wanted to send him to residential school, but his grandfather stood his ground and refused, so Goodtrack was able to retain his language, unlike others his age. Now he is one of its last remaining fluent speakers in Canada.

Goodtrack worked in grain elevators when he grew up. Along the way he met his wife Evelyn, a Dakota woman from Standing Buffalo Dakota Nation. After 54 years of marriage, and raising three biological and one adopted daughters - along with a son who sadly died when he was young - they are now retired on Standing Buffalo Dakota Nation.

Goodtrack was able to retain the Lakota language for all these years, even after living in the modernized world, but he wishes he would have passed it on to his children.

"My biggest regret is I didn't teach my girls Lakota," said Goodtrack.

The Lakota language is considered critically endangered in Canada, meaning it is at risk of falling out of use because it has few surviving speakers.

Goodtrack was 17 when his grandfather died. After that there was only one person left he would talk to in Lakota, Jim Wounded Horse, but he died when Goodtrack was 28 years old. Goodtrack said he rarely spoke Lakota for some time after that.

Now, he has been trying to speak it as much as he can.
WATCH | Hartland Goodtrack has hopes his daughters and grandchildren will carry on the Lakota language:

Luckily for Goodtrack, Lakota is mutually intelligible with the two dialects of the Dakota language and with Nakota, as all are languages of the Sioux family. So when he runs into a Dakota or Nakota speaker, they can understand each other.

For instance, the word "friend" is "kola" in Lakota, "koda" in Dakota, and "kona" in Nakota.

Also, each language differs slightly depending on whether a women or man is talking, but only a fluent speaker would know the difference.

Goodtrack said he fears his language not being revived in Canada. He fondly remembers a time long ago when you would go any place on the reserve and everyone would be speaking Lakota.

"I hate to not leave it behind when I'm gone. Some of my grandchildren should learn it," said Goodtrack.

One thing Goodtrack and his family have done to help maintain the language is work with the File Hills Qu'Appelle Tribal Council on an app that teaches Lakota words and phrases. They helped with the basics of the language, like introductions, phrases, numbers and colours.

Goodtrack said it was fun for them to hear themselves speak on the app.

One of his daughters, Roberta Soo-Oyewaste, is taking online Dakota classes with the University of Minnesota. She said she is proud to be learning a language and hopes to learn enough to chat with her father, even though it is slightly different from the Lakota he speaks.

She said learning language gives her strength and takes her back three or four generations, to the Battle of Little Big Horn.

Soo-Oyewaste wants her children to know the importance of her grandfather's history, and that they come from a warrior lineage.

She encourages her children to ask their grandfather to speak Lakota, both so he can retain his language and they can learn from him.

"You want to give them exposure and for him to share his knowledge about the language," said Soo-Oyewaste.

"Every language has a spirit and that's the first thing we learn, right? It's the spirit of the language and the sacredness of the language, and we have to embrace that."

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1 of the last fluent Lakota speakers in Canada worries about the future of the language | CBC News

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Hartland Goodtrack remembers his grandma telling him how they fled the U.S. to the Canadian border with other families after the Battle of the Little Big Horn, led by the great Lakota leader Sitting Bull. Although Sitting Bull himself returned to the United States in 1881, 37 families remained in Canada and founded Wood Mountain.

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CBC’s Juanita Taylor on her Canadian Screen Award, and telling northern stories | CBC News

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CBC’s Juanita Taylor on her Canadian Screen Award, and telling northern stories | CBC News

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CBC News · Posted: Apr 12, 2023 8:13 PM EDT | Last Updated: 6 hours ago

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CBC’s Juanita Taylor on her Canadian Screen Award, and telling northern stories | CBC News

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A day after being named best national reporter at the Canadian Screen Awards, CBC North journalist Juanita Taylor said the significance of the award was just starting to sink in.

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What do we really know about ‘the true history of Canada’?

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What do we really know about ‘the true history of Canada’?

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Ryan Flanagan CTVNews.ca Producer Follow | Contact

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What do we really know about ‘the true history of Canada’?

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The discoveries of hundreds of unmarked graves at residential school sites have shocked many Canadians, even though stories of the horrors experienced at those schools have been widely known in Indigenous communities for generations.

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The Canadian Press · Posted: Apr 04, 2023 9:05 AM EDT | Last Updated: April 4

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AFN honours singer Jully Black for her change to Canada's anthem | CBC News

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Canadian R&B singer Jully Black was honoured at an AFN Special Chiefs Assembly in Ottawa on Monday night for making a tweak to the Canadian national anthem at the NBA All-Star Game in Salt Lake City, Utah in February.

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Singer Jully Black's one-word change to O Canada at NBA All-Star game draws praise | CBC News

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Singer Jully Black's one-word change to O Canada at NBA All-Star game draws praise | CBC News

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Jully Black is drawing attention for a subtle change she made to the lyrics of O Canada at Sunday's NBA All-Star game.

The Juno Award-winning R&B singer performed the national anthem before the game in Salt Lake City, Utah, and altered one line to recognize the Indigenous peoples who lived on the land before European settlers.

Black swapped out the anthem's usual opening line "O Canada, our home and native land," with "O Canada, our home on native land," adding a slight emphasis to the word "on" when she sang.

The new lyrics appeared to draw a largely positive reaction on social media, where some viewers praised Black's revised lyrics, and many used the hashtag #OurHomeOnNativeLand.

On YouTube, where the NBA posted a video of Black's rendition, she received more praise. Many commenters said they were proud.
WATCH | Jully Black's performance:
"Jully took Utah to church," wrote one commenter.

The singer was not immediately available for comment, but on Monday on Twitter she wrote, "this is less about me and more about being a part of the change in any way I can."

Positive reaction on social media

Rapper Chuck D, a member of U.S. hip-hop group Public Enemy, commended Black's performance:

"My girl @JullyBlack just kicked the most soulful O Canada I ever heard at 2023 #NBAAllStar game," he tweeted.

My girl <a href="https://twitter.com/JullyBlack?ref_src=twsrc%5Etfw">@JullyBlack</a> just kicked the most soulful O Canada 🇨🇦 i ever heard at 2023 <a href="https://twitter.com/hashtag/NBAAllStar?src=hash&amp;ref_src=twsrc%5Etfw">#NBAAllStar</a> game
&mdash; @MrChuckD

Some criticized Black's revision, though this is hardly the first time the words in O Canada have been changed.

For instance, in 2018 a years-long effort to make the anthem more inclusive, led by late Liberal MP Mauril Bélanger, became official when the second line was rewritten to make it gender-neutral.

The new wording of the anthem's English version became "in all of us command" from "in all thy sons command."

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Singer Jully Black's one-word change to O Canada at NBA All-Star game draws praise | CBC News

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Jully Black is drawing attention for a subtle change she made to the lyrics of O Canada at Sunday's NBA All-Star game. The Juno Award-winning R&B singer performed the national anthem before the game in Salt Lake City, Utah, and altered one line to recognize the Indigenous peoples who lived on the land before European settlers.

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Patrick Mitsuing says performing at Super Bowl ‘coolest’ experience

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Patrick Mitsuing says performing at Super Bowl ‘coolest’ experience

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Patrick Mitsuing says performing at Super Bowl ‘coolest’ experience

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Fancy dancer Patrick Mitsuing says performing at the Super Bowl was the greatest experience he’s had even though he doesn’t watch football.

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Anishinaabe artist says Indigenous shoppers can feel protected as thunderbird signs get posted | CBC News

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Blake Angeconeb partnered with American Express to help shoppers feel more welcomed.

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Nadya Kwandibens on what it means to be Toronto’s new photo laureate

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With her work, Nadya Kwandibens is seeking to portray a brighter, more diverse picture for Indigenous people who are often portrayed in history books, museums and the media as once-great, frozen stoic or forever troubled

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Welcome to Skoden

Welcome to Skoden: Teaching, Talking, and Sharing About and for Reconciliation. The word Skoden originates from the expression, "let's go then," and this resource is designed for use by faculty, staff, and administrators working in post-secondary settings in Canada.

The purpose of this text is to offer support to individuals and institutions working towards understanding the colonial history of Canada and its ongoing impact on people who are First Nations, Métis, and Inuit. Skoden is designed to offer opportunities for reflection on what this truth means for each of us personally and professionally.

These materials were prepared by Elder Blu Waters, Randy Pitawanakwat, and Darcey Dachyshyn, with the support of many others. We are a team of First Nations and non-Indigenous colleagues who work together closely to share truth and talk openly about what reconciliation might look and feel like within post-secondary settings. We hope the information and opportunities for reflection provided here meet you wherever you are on the truth and reconciliation journey.

Navigating Skoden

To navigate through Skoden, you can use:

The table of contents panel to navigate across the different chapters or,

The Previous and Next buttons available at the bottom of the window to go forward and back.

There are several interactive activities and videos throughout.

Links to other pages of the site will always open in the current window, including the image glossary that is linked to through the image name provided beneath each image.

Links to external sites will always open in a new tab. Links that open in a new tab are denoted with the following icon:

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Welcome to Skoden: Teaching, Talking, and Sharing About and for Reconciliation. The word Skoden originates from the expression, "let's go then," and this resource is designed for use by faculty, staff, and administrators working in post-secondary settings in Canada.

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What Kind of Ancestor do You Hope to Be?

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What Kind of Ancestor do You Hope to Be?

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Children’s Services City of Ottawa_ INDIGENOUS CULTURE IN EARLY LEARNING 

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The word Indigenous - explained l CBC Kids News

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How to be an ally to Indigenous Peoples in Canada

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How to be an ally to Indigenous Peoples in Canada

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How to be an ally to Indigenous Peoples in Canada | CBC Kids News

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Truth and Reconciliation Commission of Canada: Calls to Action

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Truth and Reconciliation Commission of Canada: Calls to Action

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A CBC News website that monitors progress on the Truth and Reconciliation Commission’s 94 Calls to Action.

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Truth and Reconciliation in Canada

In March 2018, CBC News launched Beyond 94, a website that monitors progress on the Truth and Reconciliation Commission's 94 Calls to Action.

Beyond 94 was the result of a year's worth of research and interviews with survivors, stakeholders and all levels of government.

While the content is continually updated, in September 2021, CBC reviewed the progress status of each of the 94 calls to action.

The site provides up-to-date status reports on each call to action, as well as extensive summaries explaining those status reports. It includes in-depth features and short video documentaries that tell some of the community stories behind the calls to action. It also features residential school survivors sharing their experiences.

The first residential schools opened in Canada in the 1800s. They were the product of churches and the government; a collective, calculated effort to eradicate Indigenous language and culture that the commission called a policy of cultural genocide.

The Truth and Reconciliation Commission was formed as a means of reckoning with the devastating legacy of forced assimilation and abuse left by the residential school system. From 2008 to 2014, the Truth and Reconciliation Commission heard stories from thousands of residential school survivors. In June 2015, the commission released a report based on those hearings. From that came the 94 Calls to Action: individual instructions to guide governments, communities and faith groups down the road to reconciliation.

Beyond 94 will now monitor the progress of that journey.

To see the locations of known residential schools, you can visit this map created by the National Centre for Truth and Reconciliation.

In researching the progress of each Call to Action, CBC reached out to relevant governments, faith groups, professional and community organisations for comment. We fact-checked each response with invested stakeholders. We also cross-referenced federal funding announcements with actual and past financial expenditures. We also drew information from past and current CBC stories.

Beyond 94 measures the progress of the Calls to Action based on the following;

"Not started" refers to Calls to Action in which no action plan has been developed and/or no funds have been committed, to implement the Call to Action.

"In Progress - Projects proposed" refers to Calls to Action in which the relevant parties involved have either committed to an action plan or funding, but not yet followed through with it.

"In Progress - Projects underway" refers to Calls to Action in which the relevant parties involved are actively working towards implementing that call, with both a timeline and (where needed) the funding to make it happen.

"Complete" refers to Calls to Action which have been fully implemented.

Beyond 94 was a full year in the making and involved CBC journalists across the country.

The site provides up-to-date status reports on each call to action, as well as extensive summaries explaining those status reports. It includes in-depth features and short video documentaries that tell some of the community stories behind the calls to action. It also features residential school survivors sharing their experiences.

We'd like to acknowledge and thank all of the people who generously shared their stories with us through this project and those who continue to share their stories so that we can hear the truth and understand how to move forward together.

Credits:

Jorge Barrera, Teghan Beaudette, Chantelle Bellrichard, Alex Brockman, Meagan Deuling, Kelly Malone, Nic Meloney, Brandi Morin, Lenard Monkman, Kieran Oudshoorn, Jason Warick, Bridget Yard

Additional credits: Stephanie Brown - Senior Producer, Tamara Baluja - Social Media Producer, Donna Carreiro - Producer / Researcher, Earl Cabuhat - Senior Designer, Stephanie Cram, Associate Producer, Jennifer Geens - Copy Editor, Arnold Hedstrom - Senior Producer, David Hutton - Managing Editor, Darcy Hunter - Sr. Graphics Producer, Tyson Koschik - Camera, Bertram Schneider - Executive Producer, Marilyn Robak - Senior Producer, Hannah Wise - Manager, Interactives, Karin Yeske - Senior Producer, Chanss Lagaden - Camera

To submit a comment or question please contact indigenous@cbc.ca

Web development:

Jessica Willms, Elizabeth Melito, Mike Evans, and Dwight Friesen

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Beyond 94: Truth and Reconciliation in Canada

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What's your call to action? #Beyond94: Truth and Reconciliation in Canada