Program Overview

Introduction

Aboriginal Head Start (AHS) in Urban and Northern Communities is a Public Health Agency of Canada (PHAC) - funded early childhood development program for First Nations, Inuit and Métis children and their families. The primary goal of the initiative is to demonstrate that locally controlled and designed early intervention strategies can provide Aboriginal children with a positive sense of themselves, a desire for learning, and opportunities to develop fully as successful young people. There are 125 AHS sites in urban and northern communities across Canada.

AHS projects typically provide half-day preschool experiences that prepare young Aboriginal children for their school years by meeting their spiritual, emotional, intellectual and physical needs. All projects provide programming in six core areas: education and school readiness; Aboriginal culture and language; parental involvement, health promotion; nutrition; and social support.

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.

If you are searching for information regarding the First Nations Head Start On-Reserve Program,  click here

• Mission and Mandate
• AHS Beliefs and Values About Children
• AHS Program Components
• AHS Fact Sheet
• Frequently Asked Questions
• National Principles and Guidelines

Mission and Mandate

First Nations people, Métis and Inuit recognize children as their nations' most valuable resource. Thus, Aboriginal Head Start will provide comprehensive experiences for First Nations, Métis and Inuit children up to 6 years of age and their families, with primary emphasis on preschoolers, 3-5 years of age. The program will be based on caring, creativity and pride following from the knowledge of their traditional community beliefs, within a holistic and safe environment.

The primary goal of this initiative is to demonstrate that locally controlled and designed early intervention strategies can provide Aboriginal preschool children in urban and northern settings with a positive sense of themselves, a desire for learning and opportunities to develop fully and successfully as young people.

AHS Beliefs and Values About Children

While First Nations people, Métis and Inuit have distinct cultures and languages, they also share common beliefs, values and histories. It is with this in mind that the Statement of Beliefs and Values about Children was written.

We believe...

• That children are a gift from the Creator.
• That our children have a right to live proudly as Aboriginal people in the lands of their ancestors.
• That children have a right to learn their respective Aboriginal language(s) and histories, and adults have a responsibility to pass on the instructions that the Creator gave in the beginning of time as are reflected in our languages, cultural beliefs and cultural practices.
• That each child is part of what makes a community whole.
• That it is essential for children to develop meaningful relationships with Elders, the carriers of knowledge and history.
• That children, under the guidance of Elders, will learn to love learning throughout their life.
• 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.

AHS 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

1) Culture and Language

The purpose of the Culture and Language Component is to provide children with a positive sense of themselves as Aboriginal children and to build on the children's knowledge of their Aboriginal languages and experience of culture in their communities. More specifically, projects will 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 after AHS.

2) Education and School Readiness

The purpose of the Education Component is to support and encourage each Aboriginal child to enjoy life-long learning. More specifically, the projects will encourage each child to take initiative in learning and provide each child with enjoyable opportunities to learn. This will be done in a manner which is appropriate to both the age and stage of development of the child. 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.

3) Health Promotion

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.

4) Nutrition

The purpose of the Nutrition Component is to ensure that children are provided with food which will help meet their nutritional needs, and to educate staff and parents 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.

5) 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 will assist the families to access resources and community services. This may mean that the project will work in cooperation with the service providers. 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.

6) Parental and Family Involvement

The purpose of the Parental and Family Involvement Component is to support the parents' and family's role as children's primary teachers. The parents and family will be acknowledged as contributors to the program through involvement with a parent body or participation in and/or contribution to classroom activities. 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.

Source: Aboriginal Head Start: Principles and Guidelines

AHS Fact Sheet

• What is AHS?
• Projects
• How is AHS (Urban/Northern) Managed?
• Who is Served by AHS (Urban/Northern)?
• What do Projects Offer?
• What is the Effect of the AHS Program?

What is AHS?

• Aboriginal Head Start (AHS) is a Public Health Agency of Canada-funded, early intervention strategy for First Nations, Inuit and Metis children and their families living in urban centres and large northern communities. Aboriginal Head Start projects typically provide structured half-day preschool experiences that prepare young Aboriginal children for their school years by meeting their spiritual, emotional, intellectual and physical needs.
• Each project provides programming in the following areas: Culture and Language, Education and School Readiness, Health Promotion, Nutrition, Social Support and Parental Involvement.

Projects

• There are currently 125 AHS sites across Canada in nine provinces and three territories. In 1998, a major expansion of Aboriginal Head Start to First Nations communities on reserve began. First Nations Head Start On Reserve is managed by the First Nations and Inuit Health Branch.

How is AHS (Urban/Northern) Managed?

• Aboriginal Head Start projects are sponsored by local Aboriginal non-profit organizations. AHS supports the parent/caregiver in their role as the natural advocate and teacher of the child. Parents are directly involved in the design, implementation and management of local projects.
• Public Health Agency of Canada Regional Offices administer contribution agreements and work directly with projects to ensure program quality. The AHS National Office in Ottawa provides national coordination, leadership, resources, training and coordinates a national evaluation of the program. A National Aboriginal Head Start Council provides Public Health Agency of Canada with expertise, and ensures project and regional-level input into the operation and management of the program.

Who is Served by AHS (Urban/Northern)?

• Approximately 3,900 Aboriginal children are enrolled in AHS projects. AHS targets Aboriginal children zero-to-six years of age with a primary emphasis on three-to-five year old Aboriginal children and their families.
• Parents/caregivers and extended family are serviced by the AHS program through the utilization of the supportive social networks that the programs have established with other agencies and organizations. Parents and families are actively involved in all aspects of the program.

What do Projects Offer?

• AHS projects assist parents and caregivers in developing the necessary skills to actively contribute to their child's healthy development, and to increase their confidence as parents and improve family relationships. Generally, AHS projects operate four days per week, with 30-40 children in morning and afternoon sessions.

"What has really helped me is learning how to communicate with my child. The AHS program has been a blessing". - AHS Parent

What is the Effect of the AHS Program?

• Local project evaluations and ad hoc community reporting reveals major gains in all areas of children's development and improved parenting skills in parents. AHS incorporates six components that support healthy, holistic early childhood development. A National Process and Administrative Evaluation Survey is conducted annually which collects data regarding AHS's team characteristics, project administration and co-ordination, program participants and their communities, the delivery of and strategies and plans associated with program components, program needs and program finances. A National Impact Evaluation is in progress. It will demonstrate the impact that AHS is having on the children families and communities participating in AHS.

"The strength of the program is the concept of bringing Aboriginal kids together to celebrate their uniqueness in a context of learning. It also helps them access a learning environment that provides social, pre-academic and skill stimulation." - Community Service Provider

Frequently Asked Questions

• How was Aboriginal Head Start designed? Was it designed by Aboriginal people?
• How did Public Health Agency of Canada determine which projects in which communities would be funded?
• Is there Public Health Agency of Canada funding available for the creation of a new Aboriginal Head Start project in my community?
• Does it cost money to send my child to Aboriginal Head Start?
• Are there jobs available with the Aboriginal Head Start Program?

How was Aboriginal Head Start designed? Was it designed and is it managed by Aboriginal people?

• Consultation sessions on the design of AHS took place in 25 cities and towns, including all the provincial and territorial capitals. Urban centres and northern communities of various sizes were visited to ensure a broad base of consultation. Representatives of approximately 300 organizations across Canada, including provincial/territorial governments and Aboriginal (First Nations, Métis and Inuit) organizations, participated in consultation sessions in each province and territory.
• In addition to these face-to-face consultation sessions, 400 discussion papers were distributed to Aboriginal organizations throughout Canada. Written responses were received from more than 40 of the organizations. As a result of these consultations, there was broad support in urban and northern communities for the general outlines of the program design. The design includes local Aboriginal control, parental involvement, a philosophy of early intervention and a program design consistent with local Aboriginal cultures and values. Research on the effects of early intervention programs further reinforces community support for the development of an Aboriginal Head Start Program. For more information consult the National Principles and Guidelines document.
• Year 2001 evaluation survey results tell us that Aboriginal people occupy 90 percent of full-time positions and 87 percent of part-time positions in AHS projects across the country. The National Principles and Guidelines state that projects will: promote local hiring; ensure that preference is given to Aboriginal people for staffing; and fill the positions with qualified people in cases where a shortage of qualified Aboriginal staff members exist while placing an emphasis on training of Aboriginal candidates.
• The National AHS Council (NAHSC) also plays a key role in determining national priorities for the program. It is made up of Aboriginal community AHS representatives. Please visit the AHS Caregiver Resources section of this site to learn more about the membership of and the role of the NAHSC.

How did Public Health Agency of Canada determine which projects in which communities would be funded?

• Health Canada announced the creation of AHS in 1995. To determine which projects in which communities would be funded, an environmental scan was conducted in all regions. This was done to determine where the greatest need for the program was, and to identify where the greatest concentrations of urban and northern Aboriginal people were.

Is there Public Health Agency of Canada funding available for the creation of an Aboriginal Head Start project in my community?

• There is no new funding available to communities to open new AHS projects. All of Public Health Agency of Canada's funding to AHS is currently committed to the operation of existing projects. Should new funding become available, a public announcement will made. When new funding becomes available, the public announcement will be made available for download on this website. For more detailed information regarding AHS funding in your province or territory please contact the Regional Office of Public Health Agency of Canada in your respective province or territory.

Does it cost money to send my child to Aboriginal Head Start?

• No. It is free to send your child to an AHS centre. At most AHS centres there are a variety of opportunities for parents and caregivers to participate in programming and attend workshops or information sessions. In many cases, transportation to and from the AHS centre is provided for your child. Contact the AHS centre in your community for more specific information regarding the availability of space and transportation.

Are there jobs available with the Aboriginal Head Start Program? What kind?

• There are a variety of jobs available in AHS centres across the country. AHS centres hire a variety of Aboriginal people with different kinds of training and experience. Many centres employ teachers, culture and language teachers, Elders, teacher's helpers, cooks, bus/van drivers, support workers, parent outreach workers, janitors, administration support, finance officers, and those trained in early childhood education to name some. Contact the AHS centre in your community to find out if there are positions available and what the requirements are. Also, check the Public Service Commission's website for jobs available with the Government of Canada.
• Contact the AHS centre in your community to find out how you can volunteer with the program. A criminal reference check will be required for all employees and volunteers to ensure the ongoing safety of program participants.

National Principles and Guidelines

The mandate of Aboriginal Head Start is to:

• Foster the spiritual, emotional, intellectual and physical growth of the child.
• Foster a desire in the child for life long learning.
• Support parents and guardians as the prime teachers and caregivers of their children, making sure parents/caregivers play a key role in the planning, development, operation and evaluation of the program.
• Recognize and support extended families in teaching and caring for children.
• Make sure the local Aboriginal community is involved in the planning, development, operation and evaluation of the program.
• Make sure the initiative works with and is supported by the other community programs and services
• Ensure the human and financial resources are used in the best way possible to produce positive outcomes and experiences for Aboriginal children, parents, families and communities.