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Standards of Practice

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  1. Standard 1: Family Centred Approaches
    4 Sections
  2. Standard 2: Family Support, Education and Referrals
    7 Sections
  3. Standard 3: Encourage Family Connection through Child-Led Play
    5 Sections
  4. Standard 4: Cultural Competency and Cultural Safety
    6 Sections
  5. Standard 5: Professional and Ethical Conduct
    6 Sections
  6. Standard 6: Early Learning and Play-Based Programming
    4 Sections
  7. Standard 7: Evaluation & Quality Improvement
    5 Sections
  8. Standard 8: Design, Function, Safety and Hygiene of Physical Environment
    8 Sections
  9. Standard 9: Partnerships and Collaboration
    6 Sections
  10. Standard 10: Governance
    5 Sections
  11. Standard 11: Planning, Administration and Information Management
    6 Sections
  12. Standard 12: Finance and Risk Management
    6 Sections
  13. Standard 13: Human Resources
    6 Sections

Participants 507

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    Description

    FRP staff have knowledge of the historical and ongoing impacts of colonization on Indigenous communities.

    Benchmark Quality Indicators

    • Staff are aware of the unique historical and contemporary contexts of family and community life and the influence of these contexts on their relationships with organizations, agencies, and institutions.
    • Staff are provided opportunities to discuss their individual and collective role in Indigenous reconciliation and to learn about historical and continuing impacts of colonization, including but not limited to The Indian Act, Indian residential school system, Sixties Scoop, and Indian Hospitals.
    • FRP includes appropriate acknowledgement of Indigenous territory where the FRP is located (e.g., posted in space or acknowledged in another way).

    Innovation and Promising Practices

    • Staff understand how cultural contexts of Indigenous families and communities affect the development of self-esteem, self-confidence, self identity, and cultural identity. Staff considers the implications of these factors on the emotional development and cultural identity of the children.
    • FRP develops a statement of Indigenous reconciliation.
    • Staff have access to trauma informed practice training.