Growing up, children are impacted by both those immediately near them as well as by the broader societies and events which influence their families and communities. As Greenwood and Jones (2015) note, “In all our considerations of the well being of Indigenous children, we must take into account their experiences both as individuals and as members of collectives; it is not possible to separate the two”1. This concept is touched on by systems theories that stress such things as the importance of interactions, different paths for reaching developmental milestones, and consideration of the role of environment on development2. From infancy, development has been thought to be impacted by the quality of the child’s dyadic relationship with one or more principle caregiver(s) as well as the presence of other adults and systems–in the family, the community, and broader society–that are supportive of the caregiver(s)3. Nuances in how early healthy relationships form may differ across cultures, however4.
American Indian children are traditionally viewed as gifts that ensure the future of their tribal peoples5, 6 and have been shown a lot of care and love as they are taught to respect life7. When American Indian youth have assets such as strong relationships with an adult, a sense of personal power, and a sense of purpose they have been found more likely to thrive8. Conversely, when young children are exposed to chronic stress without safe, stable, and nurturing environments to buffer it than their development is likely to be adversely impacted9. Behavioral challenges can also arise more heavily in children whose families have experienced numerous historical traumas over time10.
Sources:
1 Greenwood, M., & Jones, E. (2015). Being at the interface: Early childhood as a determinant of health. In M. Greenwood, S. de Leeuw, N. M. Lindsay, & C.
Reading (Eds.)
2 Futterweit, L. R. & Ruff, H. A. (1993). Principles of development: Implications for early intervention. Journal of Applied Developmental Psychology, 14, 153-173.
3 Bronfenbrenner, U. (2002). Preparing a world for the infant in the twenty-first century: The research challenge. In Gomes-Pedro, J., Nugent, J. K., Young, J. G., & Brazelton, T. B. (Eds.), The infant and family in the twenty-first century (pp. 45-54). New York, NY: Routledge.
4 Neckoway, R., Brownlee, K., & Castellan, B. (2007). Is attachment theory consistent with aboriginal parenting realities? First Peoples Child & Family Review, 3(2), 65-74.
5 EagleWoman, A., & Rice, G. W. (2016). American Indian children and U.S. Indian policy. Tribal Law Journal, 16, 1-29.
6 Light, H. K., & Martin, R. E. (1985). Guidance of American Indian children: Their heritage and some contemporary views. Journal of American Indian Education, 25(1), 42-46.
7, 10 Davis, B., Dionne, R., & Fortin (2014). Parenting in two cultural worlds in the presence of one dominant worldview: The American Indian experience. In Selin, H. (Ed.), Parenting across cultures: Childrearing, motherhood and fatherhood in non-Western cultures (pp. 367-378). New York, NY: Springer.
8 Scales, P. C., Benson, P. L., Leffert, N., & Blyth, D. A. (2000). Contribution of developmental assets to the prediction of thriving among adolescents. Applied Developmental Science, 4(1), 27-46.
9 Shonkoff, J. P., Garner, A. S., & The Committee on Psychosocial Aspects of Child and Family Health, Committee on Early Childhood, Adoption, and Dependent Care, and
Section on Developmental and Behavioral Pediatrics. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232-e246.
American Indian children are traditionally viewed as gifts that ensure the future of their tribal peoples5, 6 and have been shown a lot of care and love as they are taught to respect life7. When American Indian youth have assets such as strong relationships with an adult, a sense of personal power, and a sense of purpose they have been found more likely to thrive8. Conversely, when young children are exposed to chronic stress without safe, stable, and nurturing environments to buffer it than their development is likely to be adversely impacted9. Behavioral challenges can also arise more heavily in children whose families have experienced numerous historical traumas over time10.
Sources:
1 Greenwood, M., & Jones, E. (2015). Being at the interface: Early childhood as a determinant of health. In M. Greenwood, S. de Leeuw, N. M. Lindsay, & C.
Reading (Eds.)
2 Futterweit, L. R. & Ruff, H. A. (1993). Principles of development: Implications for early intervention. Journal of Applied Developmental Psychology, 14, 153-173.
3 Bronfenbrenner, U. (2002). Preparing a world for the infant in the twenty-first century: The research challenge. In Gomes-Pedro, J., Nugent, J. K., Young, J. G., & Brazelton, T. B. (Eds.), The infant and family in the twenty-first century (pp. 45-54). New York, NY: Routledge.
4 Neckoway, R., Brownlee, K., & Castellan, B. (2007). Is attachment theory consistent with aboriginal parenting realities? First Peoples Child & Family Review, 3(2), 65-74.
5 EagleWoman, A., & Rice, G. W. (2016). American Indian children and U.S. Indian policy. Tribal Law Journal, 16, 1-29.
6 Light, H. K., & Martin, R. E. (1985). Guidance of American Indian children: Their heritage and some contemporary views. Journal of American Indian Education, 25(1), 42-46.
7, 10 Davis, B., Dionne, R., & Fortin (2014). Parenting in two cultural worlds in the presence of one dominant worldview: The American Indian experience. In Selin, H. (Ed.), Parenting across cultures: Childrearing, motherhood and fatherhood in non-Western cultures (pp. 367-378). New York, NY: Springer.
8 Scales, P. C., Benson, P. L., Leffert, N., & Blyth, D. A. (2000). Contribution of developmental assets to the prediction of thriving among adolescents. Applied Developmental Science, 4(1), 27-46.
9 Shonkoff, J. P., Garner, A. S., & The Committee on Psychosocial Aspects of Child and Family Health, Committee on Early Childhood, Adoption, and Dependent Care, and
Section on Developmental and Behavioral Pediatrics. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232-e246.