Relevant bibliographies by topics / Indigenous children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Indigenous children'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Indigenous children"

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Seow, Florence. "Indigenous Communities and Indigenous Children." International Journal of Children’s Rights 23, no. 4 (December 21, 2015): 844–66. http://dx.doi.org/10.1163/15718182-02304009.

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A move away from the traditional child-parent-state model of children’s rights in favour of a four-party model which includes indigenous communities can be identified in international legal discourse. The basis for this phenomenon can be found in arguments for the preservation of indigenous culture. However, whether this argument is adequate for such a fundamental change in the conceptualisation of children’s rights is questionable. This article discusses various legal conceptualisations of children’s rights in academic literature and compares these with sociological theories of children’s development. It identifies an emerging four-party model of children’s rights in international legal discourse, and points to practical problems of implementation and weak philosophical justifications. The article concludes that a four-party model based on sociological theories of children’s development would assist in overcoming these weaknesses, and allow the incorporation of other social groupings into conceptualisations of children’s rights.
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Nair, R., L. Luzzi, L. Jamieson, A. J. Spencer, K. M. B. Hanna, and L. G. Do. "Private Dental Care Benefits Non-Indigenous Children More Than Indigenous Children." JDR Clinical & Translational Research 5, no. 3 (October 29, 2019): 244–53. http://dx.doi.org/10.1177/2380084419886869.

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Introduction: Various arrangements for funding health care facilities can have different levels of performance of care provision on different groups of people. Such differential performance of oral care is not previously known concerning Indigenous communities. Objective: This study aimed to assess the effect of visiting a public or private dental care facility on the performance of oral care experienced by Indigenous versus non-Indigenous children in Australia. Methods: Data from the National Child Oral Health Survey were used with a representative sample of children from all the states and territories of Australia. The performance of oral care was measured with the Child Oral Care Performance Assessment Scale (COPAS), which contains 37 items from 9 domains (Effective, Appropriate, Efficient, Responsive, Accessible, Safe, Continuous, Capable, and Sustainable) with a score ranging from 0 to 148. Mixed effects models that accounted for stratum and sampling weights were used for the stratified analyses (Indigenous vs. non-Indigenous) that assessed the effect of public versus private care on the COPAS. Relative excess risk due to interaction was calculated to assess effect modification. Results: Among the Indigenous children, private care was similar to public care (regression coefficient [RC] = −1.27, 95% CI = −9.5 to 6.97), whereas private care was higher than public care among non-Indigenous children (RC = 4.60, 95% CI = 3.67 to 6.18). This trend was similar among the 9 domains of the COPAS as well, except for Effectiveness, which was similar for private and public facilities among non-Indigenous children (RC = −0.03, 95% CI = −0.29 to 0.23). Based on the continuous COPAS score, effect modification was 4.46 (95% CI = 0.11 to 8.82) on the additive scale and 1.06 (1.01, 1.13) on the multiplicative scale. The relative excess risk due to interaction reported an excess chance of 1.17 (95% CI = 0.01 to 0.33), which was consistent with the stratified analyses and effect modification measured with the continuous score. Conclusion: Thus, this study found a higher performance of oral care in private care locations among non-Indigenous children versus Indigenous children. Knowledge Transfer Statement: The findings caution policy makers and other stakeholders that moving oral care from public to private care facilities can increase the inequity faced by Indigenous children in Australia.
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Wigglesworth, Gillian. "Remote Indigenous education and translanguaging." TESOL in Context 29, no. 1 (December 30, 2020): 95–113. http://dx.doi.org/10.21153/tesol2020vol29no1art1443.

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Indigenous1 children living in the more remote areas of Australia where Indigenous languages continue to be spoken often come to school with only minimal knowledge of English, but they may speak two or more local languages. Others come to school speaking either a creole, or Aboriginal English, non-standard varieties which may sound similar to English, which gives them their vocabulary, while differing in terms of structure, phonology and semantics and pragmatics. This paper begins with a discussion of the linguistic contexts the children come from and the school contexts the children enter into before moving on to discuss a potential role for some use of translanguaging techniques in the classroom and discussing the potential benefits and advantages these may have. 1The term Indigenous is used respectfully to refer to all people of Australian Aboriginal or Torres Strait Islander descent. Indigenous languages and Australian Indigenous languages are used to refer to the languages of both Aboriginal and Torres Strait Islanders following NILS3 (2020).
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Brooks, Spirit Dine'tah. "Including Community and Family in Indigenous Special Education: A Book Review of School –Parent Collaborations in Indigenous Communities: Providing Services for Children with Disabilities." Journal of Family Diversity in Education 1, no. 2 (November 25, 2014): 129–32. http://dx.doi.org/10.53956/jfde.2014.36.

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Globally, Indigenous communities face roadblocks that hinder their success in educational settings. These roadblocks include poverty, lack of social supports, limited access to education, and a high risk for health problems. Indigenous students with special needs face even greater challenges. School –Parent Collaborations in Indigenous Communities: Providing Services for Children with Disabilities provides a comprehensive overview of the context of disability within indigenous experience. The study comprehensively examines the uniqueness of indigenous communities on a global scale, psychological models of reactions to disability, the benefit of multidisciplinary teams in working with schools and families, factors affecting collaboration between indigenous parents of children with disabilities and school professionals, and core values of indigenously attuned collaboration. Manor-Binyamini discusses her pilot study conducted among the Bedouins of Southern Israel to illustrate the ways that special education teachers and personnel engage Bedouin parents in interventions for their children. Rather than focusing solely on cultural sensitivity as a guiding force, the model Manor-Binyamini advocates, “Knowledge in Action” calls for special educators and professionals to be cultural mediators between family and schools. The model has the potential to impact the ways in which special educators work with indigenous communities globally and locally to improve the health and well-being of indigenous students with special needs.
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Grant, Megan. "‘Building Bridges’ and Indigenous Literacy: Learning from Indigenous Families." Contemporary Issues in Early Childhood 2, no. 1 (March 2001): 95–103. http://dx.doi.org/10.2304/ciec.2001.2.1.11.

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This article outlines the Australian Early Childhood Association project Building Bridges: literacy development for young indigenous children, funded by the Australian Commonwealth Department of Education, Training and Youth Affairs. Building Bridges was a highly innovative project designed to develop resources for improving literacy competence in indigenous young children.
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Tsang, R., and S. Desai. "Epidemiology in Canadian Indigenous Children." International Journal of Epidemiology 44, suppl_1 (September 23, 2015): i72. http://dx.doi.org/10.1093/ije/dyv097.264.

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Chang, A. B., N. Brown, M. Toombs, R. L. Marsh, and G. J. Redding. "Lung disease in indigenous children." Paediatric Respiratory Reviews 15, no. 4 (December 2014): 325–32. http://dx.doi.org/10.1016/j.prrv.2014.04.016.

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Ahmed, Kedir Y., Julaine Allan, Hazel Dalton, Adrian Sleigh, Sam-ang Seubsman, and Allen G. Ross. "Reviewing Publicly Available Reports on Child Health Disparities in Indigenous and Remote Communities of Australia." International Journal of Environmental Research and Public Health 20, no. 11 (May 25, 2023): 5959. http://dx.doi.org/10.3390/ijerph20115959.

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Developing programs that ensure a safe start to life for Indigenous children can lead to better health outcomes. To create effective strategies, governments must have accurate and up-to-date information. Accordingly, we reviewed the health disparities of Australian children in Indigenous and remote communities using publicly available reports. A thorough search was performed on Australian government and other organisational websites (including the Australian Bureau of Statistics [ABS] and the Australian Institute of Health and Welfare [AIHW]), electronic databases [MEDLINE] and grey literature sites for articles, documents and project reports related to Indigenous child health outcomes. The study showed Indigenous dwellings had higher rates of crowding when compared to non-Indigenous dwellings. Smoking during pregnancy, teenage motherhood, low birth weight and infant and child mortality were higher among Indigenous and remote communities. Childhood obesity (including central obesity) and inadequate fruit consumption rates were also higher in Indigenous children, but Indigenous children from remote and very remote areas had a lower rate of obesity. Indigenous children performed better in physical activity compared to non-Indigenous children. No difference was observed in vegetable consumption rates, substance-use disorders or mental health conditions between Indigenous and non-Indigenous children. Future interventions for Indigenous children should focus on modifiable risk factors, including unhealthy housing, perinatal adverse health outcomes, childhood obesity, poor dietary intake, physical inactivity and sedentary behaviours.
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Biddle, Nicholas. "Indigenous Australians and Preschool Education." Australasian Journal of Early Childhood 32, no. 3 (September 2007): 9–16. http://dx.doi.org/10.1177/183693910703200303.

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THIS PAPER DISCUSSES the individual, family, household and area level characteristics associated with preschool attendance for Indigenous and non-Indigenous Australians (aged three to five years who are not at school). Controlling for these factors explains all of the difference between Indigenous and non-Indigenous attendance rates for three-year-olds and much of the difference for four- and five-year-olds. Households Indigenous children live in have lower incomes and education levels than those of non-Indigenous children. Both factors are associated with lower attendance in preschool. State and territory, as well as remoteness, are also important explanatory variables, although the effects are different for Indigenous and non-Indigenous children. Finally, having a preschool worker who identifies as being Indigenous working in the area significantly increases attendance for Indigenous children in that area. However, fewer than 30 per cent of Indigenous children live in such areas.
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Medina, Widman, Anna-Karin Hurtig, Miguel San Sebastián, Edy Quizhpe, and Cristian Romero. "Dental caries in 6-12-year-old indigenous and non-indigenous schoolchildren in the Amazon basin of Ecuador." Brazilian Dental Journal 19, no. 1 (2008): 83–86. http://dx.doi.org/10.1590/s0103-64402008000100015.

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The purpose of this study was to evaluate the caries experience among 6-12-year-old indigenous (Naporunas) and non-indigenous (recent settlers of mixed ethnic origin) schoolchildren, living in the Amazon basin of Ecuador. Cross-sectional data were obtained from 1,449 clinical exams according to the World Health Organization criteria. Nine (7.6%) indigenous and 3 (4.5%) non-indigenous children had no caries experience in their primary dentition at the age of 6. The mean dmft value (SD) among indigenous and non-indigenous children aged 6 was 6.40 (3.36) and 8.36 (3.93), respectively. Sixty-four (54.2%) indigenous and 29 (43.3%) non-indigenous children had no caries experience in their permanent first molars at the age of 6. Only 7 (6.26%) indigenous and 2 (2.60%) non-indigenous children were caries-free at the age of 12. The mean DMFT values (SD) for 12-year-olds were 4.47 (2.85) among indigenous and 5.25 (2.89) among non-indigenous children. Fillings were almost non existent. Caries rates were high among both groups, with untreated carious lesions predominating in all ages. The data of indigenous children suggest adoption of a non-traditional diet. An appropriate oral health response based primarily on prevention and health promotion is needed.
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Dissertations / Theses on the topic "Indigenous children"

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Cox, Rebecca. "Vision and ocular characteristics of Australian Indigenous children." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/211436/1/Rebecca_Cox_Thesis.pdf.

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This research presents the first comprehensive analysis of the vision and ocular characteristics of Australian Indigenous children including the prevalence of vision condition such as refractive error, and assessment of macula retinal thickness, optic nerve head dimensions, and ocular biometry. Findings revealed important differences in the process of emmetropisation, and in several ocular structures which may impact the risk for and detection of ocular diseases in adulthood. Additionally, while Indigenous and non-Indigenous children exhibited similar rates of vision conditions, Indigenous children were less likely to have received an eye examination, highlighting the importance of improved eyecare services for Indigenous Australians.
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Salgado, Bryan. "Patterns of Collaboration between Indigenous and Nonindigenous Mexican Children." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839687.

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This study investigated the patterns of collaboration and communication related to maternal educational attainment and familiarity with Learning by Observing and Pitching In (LOPI) among Indigenous children whose mothers had 9 years or less of schooling, Indigenous children whose mothers had 12 years or more of schooling, and middle-class Mexican children. Study participants were 256 children who participated in groups of four. The children played a computer game called “Marble Blast” on two computers and were videotaped to see how they collaborated and communicated within their groups. Indigenous children whose mothers had 9 years or less of schooling were more likely to engage in collaborative behaviors in which the entire group worked as a unit to accomplish the objective of the game as opposed to the other groups. They were also more likely to engage in varied forms of communication as opposed to middle-class Mexican children who were more likely to both collaborate and communicate exclusively verbally. These findings are consistent with research showing that greater familiarity with Indigenous practices leads to more collaboration and varied forms of communication as opposed to more reliance on verbal communication which is seen in communities less familiar with Indigenous practices or non-Indigenous communities with an extensive history in Western schooling.

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Hopkins, Shelley. "A visual profile of Queensland indigenous and non-indigenous school children, and the association between vision and reading." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/71393/2/Shelley_Hopkins_Thesis.pdf.

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This research investigated the prevalence of vision disorders in Queensland Indigenous primary school children, creating the first comprehensive visual profile of Indigenous children. Findings showed reduced convergence ability and reduced visual information processing skills were more common in Indigenous compared to non-Indigenous children. Reduced visual information processing skills were also associated with reduced reading outcomes in both groups of children. As early detection of visual disorders is important, the research also reviewed the delivery of screening programs across Queensland and proposed a model for improved coordination and service delivery of vision screening to Queensland school children.
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Freemantle, Cecily Jane. "Indicators of infant and childhood mortality for indigenous and non-indigenous infants and children born in Western Australia from 1980 to 1997 inclusive." University of Western Australia. School of Paediatrics and Child Health, 2003. http://theses.library.uwa.edu.au/adt-WU2003.0020.

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[Truncated abstract. Please see pdf format for complete text.] Background : The excess burden of mortality born by young Indigenous Australians and the disparity in infant and childhood mortality between Indigenous and non-Indigenous Australians have been well documented. The accuracy and completeness of national data describing the health of Indigenous Australians is inconsistent. The Western Australia (WA) Maternal and Child Health Research Database (MCHRDB), is a linked total population database that includes perinatal maternal and infant data, and infant and childhood morbidity and mortality data. Overall, these data are more than 99% complete, with a similar high level of completeness and validity for Indigenous Western Australians. Aim : The aim of this thesis is to measure Indigenous infant (0 to <1 year) and childhood (>=1 to <19 years) mortality and the disparity between Indigenous and non-Indigenous infants and children in WA for birth cohorts from 1980 to 1997 inclusive. To achieve this aim a number of secondary aims were identified, including the measurement of certain maternal and infant variables, and the age-specific, all-cause and cause-specific mortality for WA infants and children. Method : The study comprises a longitudinal birth cohort study, the primary data source being the MCHRDB. Data included on the MCHRDB are complete for all births in WA from 1980 onwards, with new birth cohorts linked on an annual basis. Maternal and infant variables and the geographical location of the residence and the time of birth and death were included in the descriptive and multivariate analyses. Each infant and childhood death was coded using a three-digit code developed primarily for research purposes. The descriptive analyses of mortality referred to the probability of dying in infancy and in childhood as the cumulative mortality risk (CMR), for various diseases and various population subgroups. Age-specific childhood rates were also calculated. The results of multivariate analyses included the fitting of Cox and Poisson regression models, and estimates of effect were represented as hazard ratios (Cox regression) and relative rates (Poisson regression). Results : Between 1980 and 1997, births to Indigenous mothers accounted for 6% of total WA births. Approximately 46% of Indigenous births were to mothers living in a remote location compared to 9% of non-Indigenous births. Indigenous mothers gave birth at an earlier age (30% of births were to teenage mothers compared to 6% of non-Indigenous births), and were more likely to be single than non-Indigenous mothers (40% Indigenous, 9% non-Indigenous). Indigenous infants had more siblings, were born at an earlier gestation and with a lower birth weight and percentage of expected birth weight. The CMR for Indigenous infants was 22 per 1000 live births compared with 6.7 for non- Indigenous infants, a relative risk (RR) of 3.3 (95%CI 3.0, 3.6). While there was a decrease in the CMR over the birth year groups for both populations, the disparity between the rate of Indigenous and non-Indigenous infant mortality increased. The Indigenous postneonatal (>28 to 365 days) mortality rate (11.7 per 1,000 neonatal survivors) was higher than the neonatal (0 to 28 days) mortality rate (10.3 per 1,000 live births). This profile differed from that for non-Indigenous infants, where the neonatal mortality rate (4.3 per 1,000 live births) was nearly twice that of the postneonatal mortality rate (2.4 per 1,000 neonatal survivors). The main causes of infant mortality among Indigenous infants were potentially preventable. These causes were infection followed by Sudden Infant Death Syndrome (SIDS), which differed from the main causes for non-Indigenous infants, sequelae of prematurity and birth defects. The CMR attributable to SIDS increased over the years amongst Indigenous infants and decreased significantly over the years in the non-Indigenous population. Furthermore, the disparity in mortality between the two populations increased and, in 1995 to 1997, was over seven times higher amongst Indigenous infants. The CMR was highest amongst infants living in remote locations for all causes of death except for Indigenous deaths attributable to SIDS, where the risk of death was highest amongst infants living in metropolitan locations. With the exception of infection, there was no difference in cause-specific mortality amongst Indigenous infants according to geographical location. Indigenous infants living in a remote location were at a significantly increased risk of death due to infection compared with their peers living in a rural or metropolitan location. The risk of death for Indigenous children was more than three times higher than for non-Indigenous children. This risk was significantly increased when most of the perinatal maternal and infant variables were considered.
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Sivaramakrishnan, Malathi. "Reasoning about causality and treatment of childhood nutritional deficiencies in rural India : role of indigenous knowledge and practices." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70231.

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This study examines the relative influence of traditional and biomedical theories of health and disease on the reasoning about childhood nutritional problems by mothers in rural South India. Mothers with different levels of schooling, traditional practitioners, and medical experts were interviewed. Their explanations of nutritional problems were verbally recorded and analysed using methods of cognitive analyses.
Nutritional concepts and their interpretations given in the mothers' explanations matched that of the traditional theory of Siddha medicine, prevalent in South India. With an increase in formal education, there was an increase in the use of concepts derived from modern biomedical theory. However, the mothers exhibited little understanding of the underlying mechanisms involved. Implications of these findings for designing nutrition and health education are discussed, in relation to knowledge reorganization to replace harmful concepts and relations with beneficial ones.
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Harald, Patrice E. "Is it too late by eight? Recognising the protective factors of culture, education and family in raising resilient Aboriginal and Torres Strait Islander children." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112183/1/Patrice_Harald_Thesis.pdf.

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This study explores the development of resilience and cultural resilience and the strength of Aboriginal and Torres Strait Islander children in the early years 0-8 years. Cultural resilience is based on success and Indigenous worldviews. Participants indicated that culture, family and community play a significant role in growing up children. It enabled children to cope with transitioning between home, community and the school community. Factors such as a knowing one's culture, protocols, having respect for self and others builds strength,identity and ability to display empathy to others. Family and culture provide children from a young age that knowing where they belong, where they come from and in having strong connection to country and kin, and community enables them to navigate the many challenges in society they may face in a positive and respectful way.
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Payne, Leslie G. "Vitamin A supplementation reduces reinfection with Ascaris in indigenous Panamanian preschool children." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98764.

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Vitamin A deficiency and intestinal parasitism coexist in developing countries. This study evaluated whether a national program of vitamin A supplementation (200,000IU retinyl palmitate every 6 months), if combined with deworming (400mg albendazole), slows reinfection with Ascaris . A baseline survey of 595 indigenous preschool children in the Bocas del Toro region of Panama showed high rates of stunting (61%) and nematode infection (Ascaris 79.5%, Trichuris 19%). All children were dewormed and 328 were included in the 5 month follow-up study. Of these, 106 children received vitamin A supplementation through the Ministry of Health (Vit A S+) and 222 children received no supplementation (Vit A S-). At 3 months post deworming, both the prevalence (P= 0.0004) and intensity (P= 0.0124) of Ascaris infection were higher in Vit A S- children than in Vit A S+ children, indicating that reinfection occurred more slowly in supplemented children. When the two supplement groups were further sub-divided by stature, Vit A S+ resulted in lower reinfection rates (P=0.0002) only in normal height children, and not in stunted children. Despite the tendency of public health policy to target malnourished children our study provides evidence of increased benefit of vitamin A supplementation in normal height children living in areas with chronic parasitosis.
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Høeg, Kirstine. "Forced assimilation of Indigenous children: The case of the Danish-Greenlandic experiment." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23397.

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This thesis examines personal consequences of forced assimilation in relation to identity and belonging of 22 Greenlandic children who were sent to Denmark to participate in a ‘social experiment’ in the beginning of the 1950’s. By adopting a social psychological approach, the theoretical framework of intergroup identification and cultural trauma theories has been applied to the experiences of the children as accounted in the two books ‘For Flid og God Opførsel’ by Thiesen(2011) and ‘I den bedste mening’ by Bryld(1998). Findings of the analysis show issues of identity division and confusion, lack of belonging and severe hurt caused by forced assimilation in childhood. Furthermore, elements of cultural trauma theories such as contemporary consequences, trauma as a structural process and intergenerational effects are identified in the narratives. The thesis speaks to the larger case of Danish colonialism in Greenland and contributes to the academic field of forced assimilation of Indigenous children.
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Bopape, Mamare Adelaide. "Indigenous practises of mothers with children admitted at the Polokwane/Mankweng Hospital Complex in the Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1034.

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Thesis (M.Cur.) --University of Limpopo, 2013
Indigenous knowledge (IK) originated from a particular community within a broader cultural tradition. It is stated that IK is socially transmitted shared knowledge, beliefs, and/or practices that vary systematically across different cultural groups. It is further indicated that IK is a critical determinant of human behaviour and health, and the intergenerational mother in the society. Indigenous forms of communication and organisation are seen as important to family and societal decision-making processes with regard to health related issues like care given to children from birth onwards and curing of childhood illness. The operational plan for Comprehensive HIV and AIDS Care, Management and Treatment (CCMT) South Africa points out that some South African citizens prefer to consult traditional health practitioners (THPs) on a regular basis for their health problems. The study conducted by Peltzer, Phaswana-Mafuya and Treger (2009) points out that THPs use indigenous practices to prevent and heal childhood illnesses. The aim of the study: To determine indigenous practices by mothers of children admitted in the paediatric unit of a Polokwane/Mankweng hospital complex in the Limpopo Province. The objectives of this study: To explore and describe the indigenous practices of mothers of children admitted in a paediatric unit of a Polokwane/Mankweng hospital complex, Limpopo Province, and to recommend guiding principles based on the study findings for healthcare professionals on the strategies that can be used to assist mothers of children admitted in a paediatric unit of a Polokwane/Mankweng hospital complex of the Limpopo Province. Design and Method: A qualitative, descriptive and explorative research design was conducted for the participants to describe the indigenous practices in relation to managing and treating childhood illnesses. Data were collected by means of unstructured one-on-one interviews at the Mankweng/ Polokwane hospital complex with mothers of children admitted at the paediatric unit. Criteria for trustworthiness were observed as stipulated in Babbie and Mouton (2009). Ethical standards by DENOSA (1998) were adhered to in order to ensure the quality of the study. Findings: Three themes with sub-themes emerged from the data analysis, using Tech’s open coding approach (Cresswell 2009:186), i.e. analogous indigenous practices in curing childhood illnesses, believes related to the indigenous healing process and THP treating of HIV infected children. It is recommended that healthcare providers need to have understanding of indigenous belief systems in relation to healthcare, and work towards incorporating this understanding into their service delivery to recognise and to embark upon the journey of working with THPs.
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Campbell, Mark. "How can aboriginal boys be helped to do better in school? /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2729.

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Books on the topic "Indigenous children"

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Minton, Stephen James, and Helene Thiesen. Greenland's Stolen Indigenous Children. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003241843.

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Walter, Maggie, Karen L. Martin, and Gawaian Bodkin-Andrews, eds. Indigenous Children Growing Up Strong. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53435-4.

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E, Foy Jane, and UNICEF Innocenti Research Centre, eds. Ensuring the rights of indigenous children. [Florence, Italy: United Nations Children's Fund, Innocenti Research Centre, 2003.

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E, Foy Jane, and UNICEF Innocenti Research Centre, eds. Ensuring the rights of indigenous children. [Florence, Italy: United Nations Children's Fund, Innocenti Research Centre, 2003.

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Prehn, Jacob, and Michael Andre Guerzoni. Using Indigenous Standpoint Theory with the Longitudinal Study of Indigenous Children. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2024. http://dx.doi.org/10.4135/9781529682922.

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Rodney, Gerber, and Robertson Margaret 1948-, eds. Children's lifeworlds: Locating indigenous voices. New York: Nova Science Publishers, 2008.

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Wigglesworth, Gillian, Jane Simpson, and Jill Vaughan, eds. Language Practices of Indigenous Children and Youth. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-60120-9.

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Ewing, Bronwyn, and Grace Sarra. Educating Indigenous Children in Australian Juvenile Justice Systems. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8684-0.

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Asian Indigenous & Tribal Peoples Network., ed. The status of indigenous & minority children in Bangladesh. New Delhi: Asian Indigenous & Tribal Peoples Network, 2003.

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Ellis, Deborah. Looks like daylight: Voices of indigenous kids. Toronto: Groundwood Books/House of Anansi Press, 2013.

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Book chapters on the topic "Indigenous children"

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Akhtar, Rajnaara C., and Conrad Nyamutata. "Indigenous children." In International Child Law, 521–48. 4th edition. | Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2020. http://dx.doi.org/10.4324/9780429505485-10.

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Walter, Maggie. "Doing Indigenous Family." In Indigenous Children Growing Up Strong, 123–52. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53435-4_7.

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Keddie, Amanda. "Indigenous Girls, Social :." In Handbook of Children and Youth Studies, 1–11. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4451-96-3_44-1.

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Thiesen, Helene, and Stephen James Minton. "Denmark, 1951." In Greenland's Stolen Indigenous Children, 57–65. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003241843-5.

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Thiesen, Helene, and Stephen James Minton. "What Happened Afterwards." In Greenland's Stolen Indigenous Children, 182–88. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003241843-9.

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Thiesen, Helene, and Stephen James Minton. "Godthåb, 1952." In Greenland's Stolen Indigenous Children, 66–113. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003241843-6.

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Minton, Stephen James. "Greenland's Stolen Indigenous Children and the Shadow of an ‘Experiment’." In Greenland's Stolen Indigenous Children, 1–26. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003241843-1.

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Thiesen, Helene, and Stephen James Minton. "1953–1956." In Greenland's Stolen Indigenous Children, 114–56. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003241843-7.

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Thiesen, Helene, and Stephen James Minton. "1957–1960." In Greenland's Stolen Indigenous Children, 157–81. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003241843-8.

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Thiesen, Helene, and Stephen James Minton. "Godthåb, 1951." In Greenland's Stolen Indigenous Children, 29–36. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003241843-3.

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Conference papers on the topic "Indigenous children"

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Adam Assim, Mohamad Ibrani Shahrimin Bin, and Mohamad Maulana Bin Magiman. "Sociocultural Imperatives of Collaborative Interactions among Malaysian Indigenous and Non-Indigenous Children in an Educational Environment." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.16-1.

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This paper seeks to describe the vital traits of sociocultural artifacts within collaborative social interactive patterns exhibited by indigenous and non-indigenous children in a computer environment. The case investigative method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaboration among young children whilst working with computers. To assess the children’s current social skills and computer competence, and their general social interaction with peers, the researcher interviewed the children and their teacher through a semi-structured interview, to guide the discussion. Both observational comments, descriptions and data analyses were presented with anecdotes. 243 interactions were identified and classified into 16 interaction patterns. The frequency of occurrence of identified interactions was analysed in the form of descriptive statistics. Factors facilitating the collaborative interaction of children whilst engaged in computer activities were found to be related to the sociological imperatives of the immediate contexts of the social interactions involved. Associated with the main findings were three major variables: (1) The classroom teacher variable (philosophy and educational beliefs, task-structure and computer management); (2) the software variable (sociocultural appropriateness, developmentally appropriateness, content, design, and programmed task-structure); and (3) the child variable (computer competency and attitude towards computer, social goals, social skills, and personal relationship with collaborators). By identifying the imperatives of sociocultural traits of collaborative social interactions of children, and factors that may facilitate or inhibit these interactions, sociologists, social anthropologists, educationists, linguists, and early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive sociocultural-appropriate prosocial interaction among indigenous and non-indigenous children whilst engaged at the computer.
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Coenraad, Merijke. "Youth Design of Digital Stories to Promote Indigenous Voices." In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3325353.

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Hsieh, Ivy Haoyin. "Co-Reading Picture Books With Indigenous Children." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433235.

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Russkov, P., and S. Ermakov. "CANADIAN RESIDENTIAL SCHOOL SYSTEM FOR INDIGENOUS CHILDREN." In Manager of the Year. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2022. http://dx.doi.org/10.34220/my2021_266-270.

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Establishing boarding schools in Canada is a very twofold act, on the one hand – England tried to colonize Canadian lands, and on the other hand, it almost destroyed the culture and language of local tribes. Plans of colonization of the New World turned into a cultural genocide, which was recognized very slowly. This topic is discussed in our article which has both archived data and words of survivors of these events.
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Rakhman, Anita, and Naser Abdel Raheem Al Ali. "UNESCO AND UNICEF ACTIVITIES FOR THE RIGHTS OF INDIGENOUS CHILDREN." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021212.

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Rakhman, Anita, and Naser Abdel Raheem Al Ali. "UNESCO AND UNICEF ACTIVITIES FOR THE RIGHTS OF INDIGENOUS CHILDREN." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021211.

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Liu, Yuhan, and Baosheng Wang. "Promoting indigenous cultural awareness through participatory game design with children." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002406.

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As urbanization progresses in China's rural areas, so do the severity of social issues, including the decline of social assets, the recession of agricultural industries, the lack of community cohesion, and a weak sense of belonging. A decline in cultural awareness is the reason behind such phenomena, which stems from changes to residents' lifestyles and a lack of cultural beliefs. This issue also results in insufficient cultural awareness, weak cultural inheritance, and neglect of cultural values among community residents. To this end, this paper aims to examine an educational model to enhance the cultural awareness of local community residents.At present, there are two types of education methods to enhance cultural awareness: passive types and active types. For example, passive education refers to the enhancement of participants’ cultural qualities through the problem-solving style lesson and ‘implicit’ curriculum, while an active education might use reflective writing or PD to promote cultural awareness. Of the two, active education, represented by PD, is more conducive to participants' acceptance of cultural knowledge. PD is also an effective method for developing humanitarianism in developing countries. It can be applied to the special scenario of rural communities in China as a new solution for raising the cultural awareness of residents. This paper shares a specific case study of enhancing residents' cultural awareness in community collective memory using participatory game design.A total of eight subjects were selected in this study. Since children are the future of the community's cultural development, the subjects included 6 children and 2 adults. Unlike traditional PD, this study focused on attracting the interests of subjects and enhancing their abilities to inherit traditional culture through participatory game design. The study consisted of three workshops: the cultural exploration workshop, the game design workshop, and the game testing workshop. Activity theory was used as a basis to guide the choice of time, location, and power dynamics, from which a framework of participatory activities covering the four approaches of "probing", "telling", "acting", and "making" was developed for the workshops. To further enhance collaboration, participants were also provided with a complete set of toolkits during the three workshops, including role-playing tools, game idea cards, house of cards, scaffolding, etc. At the end of each workshop, the Cultural Awareness Scale, which contains the three elements of cultural cognition, cultural heritage, and cultural values, was administered to measure the change in cultural awareness of the subjects. A mixed methods approach was used in analysis to uncover underlying cultural associations. The study qualitatively analyzed the transcribed spoken words and behaviors of the subjects using multimodal analysis, and quantitatively analyzed the variations in the word count of the text and the level of detail in the elaboration. In summary, this case study is important for examining cultural education models and improving the cultural awareness of the population. It also provides a framework of activities for participatory design workshops, which can serve as a reference for further research.
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Kapoor, Ambika. "Children’s experience of hardships and risk in an indigenous community in Chhattisgarh." In 6TH INTERNATIONAL CONFERENCE ON THE GEOGRAPHIES OF CHILDREN, YOUTH AND FAMILIES. Galoa, 2019. http://dx.doi.org/10.17648/gcyf-2019-114880.

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Seraskhov, Valery Vladislavovich. "National pedagogics in raising children of the indigenous peoples of the North." In 4th International Research and Practical Conference for Pupils. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-116389.

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Gevorkyan, Svetlana G. "Features Of Mental Development In Children Of Indigenous Inhabitants Of Khabarovsk Territory." In International Scientific and Practical Conference «State and Law in the Context of Modern Challenges. European Publisher, 2022. http://dx.doi.org/10.15405/epsbs.2022.01.36.

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Reports on the topic "Indigenous children"

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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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Gordon, Heather Sauyaq Jean. 5 Things to Know About Indigenous Knowledge When Working With Indigenous Children, Youth, and Families. Child Trends, Inc., November 2023. http://dx.doi.org/10.56417/3504n5609v.

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Gordon, Heather Sauyaq Jean, Deana Around Him, Dominique N. Martinez, and Cherry Y. E. W. Yamane. A Resource to Help Researchers and Funders Understand Indigenous Children, Youth, and Families. Child Trends, Inc., October 2023. http://dx.doi.org/10.56417/7763a5472r.

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Näslund-Hadley, Emma, and Humberto Santos. Open configuration options Skills Development of Indigenous Children, Youth, and Adults in Latin America and the Caribbean. Inter-American Development Bank, February 2022. http://dx.doi.org/10.18235/0003954.

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To promote access to skills development among indigenous populations, education planners require knowledge both about the regions challenges and about policies that hold promise. In this study, we map the state of skill development of indigenous children, youth and adults throughout Latin America and the Caribbean (LAC). Based on LAC census data and tests administered at the regional and national levels, as well as prior studies, we identify the main challenges to skills development among LACs indigenous peoples at the five life stagesinfancy/early childhood, childhood and preadolescence, adolescence, young adulthood, and adulthood. We also summarize evidence-based policies and programs that address access and achievement gaps between indigenous and nonindigenous children, youth, and adultsgaps that affect the development of lifelong skills and participation in the labor market. Based on the analysis, we highlight lessons learned and recommend lines of action.
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Bustelo, Monserrat, Verónica Frisancho, and Mariana Viollaz. Unequal Opportunities for Indigenous Peoples and African Descendants. Inter-American Development Bank, December 2023. http://dx.doi.org/10.18235/0005340.

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The indigenous peoples and African descendants in Latin America and the Caribbean are far behind the rest of the population in terms of access to education, health services, and financial services, something that is reflected in poor labor outcomes and high poverty rates. Indigenous peoples and African descendants achieve lower levels of education in their lifetime. In recent decades, the region has narrowed the years-of-education gap between the indigenous peoples and the non-indigenous population, but the differences are still large. The gaps in access to health services are clear in the maternal and infant mortality rates, which are higher for the indigenous peoples compared to the non-indigenous population, as well as in the deteriorated health indicators for children under the age of five. The labor situation is no better, with the indigenous peoples holding jobs in low-skilled occupations to a larger extent than the non-indigenous population. The poverty rates are alarming. In total, 43% of the regions indigenous persons and 25% of the African descendants are poor, and with very few exceptions, the poverty rates among African descendants and indigenous peoples are more than twice the rate of the white population.
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Gordon, Heather Sauyaq Jean, Deana Around Him, and Elizabeth Jordan. Federal Policies That Contribute to Racial and Ethnic Health Inequities and Potential Solutions for Indigenous Children, Families, and Communities. Child Trends, Inc., November 2022. http://dx.doi.org/10.56417/9136x1024u.

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Valdivia, Martín. Poverty, Health Infrastructure and the Nutrition of Peruvian Children. Inter-American Development Bank, March 2004. http://dx.doi.org/10.18235/0011275.

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This paper discusses the effect of a significant pro-poor expansion of the country's health infrastructure on child nutrition in Peru, as measured by the height-for-age z-score. Using a pooled sample from the 1992, 1996 and 2000 rounds of the Peruvian DHS, this analysis controls for biases in the allocation of public investments by using a district fixed effects model. Desegregating by type of location, the econometric analysis finds that the effect was found to be significant only in urban areas. Furthermore, the effect is highly nonlinear and has a pro-poor bias. In this sense, this policy seems to have had a pro-poor bias within urban areas, while at the same time excluding the rural population, a traditionally marginalized population group in Peru. These findings support the idea that reducing distance and waiting time barriers may be necessary, but that more explicitly inclusive policies are required to improve the health of the rural poor, especially indigenous groups, so that they can escape this kind of poverty trap.
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Anderson, Kristy A., Anne M. Roux, Hillary Steinberg, Tamara Garfield, Jessica E. Rast, Paul T. Shattuck, and Lindsay L. Shea. The Intersection of National Autism Indicators Report: Autism, Health, Poverty and Racial Inequity. A.J. Drexel Autism Institute, April 2022. http://dx.doi.org/10.17918/nairintersection2022.

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This report examines the following two questions: 1) do income-based differences in health and health care outcomes look the same for children with and without autism? and 2) do income-based differences in health and health care outcomes look the same for BIPOC (Black, Indigenous, and People of Color) children with autism and white children with autism? Examining the health and healthcare outcomes of children with autism in combination with other social characteristics offers several advantages. First, we can illuminate how demographics alone, and in combination with other social characteristics of children, are associated with differences in the rates of health and healthcare outcomes they experience. Second, it increases our understanding of the health-related experiences of social groups who are often neglected in research. Third, it provides current and comprehensive evidence on how children with autism experience relative disadvantages related to social determinants of health, which are aspects of the environment that affect health, functioning, and quality-of-life outcomes and risks.
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Powers, Elizabeth T. The Impact of Economic Migration on Children's Cognitive Development: Evidence from the Mexican Family Life Survey. Inter-American Development Bank, May 2011. http://dx.doi.org/10.18235/0011204.

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This paper uses data from the Mexican Family Life Survey to estimate the impact of a household member's migration to the United States on the cognitive development of children remaining in Mexico. While there is no developmental effect of a child's sibling migrating to the United States, there is an adverse effect when another household member-typically the child's parent- migrates. This is particularly true for pre-school to early-school-age children with older siblings, for whom the effect of parental migration is comparable to speaking an indigenous language at home or having a mother with very low educational attainment. Additionally, household-member migration to the United States affects how children spend their time in ways that may influence and/or be influenced by cognitive development.
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Clark, Shelley, Sarah Brauner-Otto, and Mahjoube AmaniChakani. Family Change and Diversity in Canada. The Vanier Institute of the Family, June 2024. http://dx.doi.org/10.61959/s2876856c.

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Families in Canada, like those in other high-income countries, have undergone major changes in recentdecades. Women are having fewer children and are less likely to get married, resulting in smaller familyhouseholds and a growing proportion of children being raised by single or cohabiting parents. Divorcerates are declining, indicating that couples who do marry are more likely to stay married. Decisionsabout whether and when to marry or to have children are strongly influenced by ever-changingsocioeconomic factors and cultural values. Certain groups, including immigrants, visible minorities, and Indigenous peoples, follow distinctive patterns of family formation. Geography also shapesfamilies. Quebec and Nunavut stand out with very high cohabitation rates, and fertility is roughly 50% higher in rural than in urban Canada. These profound changes and striking variations have critical implications for the wellbeing of children and their families. Understanding these changes and the diversity in family patterns offers important guidance for developing tailored and effectivesocial policies regarding family, health, education, and housing.
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