Abstract
This article discusses the theoretical context of the education of American Indian children. The unique needs of American Indian children and the lack of ECI provided, as well as the major theoretical approaches used by the dominant society in ECI program development are discussed. The linear model of time and human development – the view that the dominant society traditionally holds; and the nonlinear perspective of most American Indian communities is presented.
Recommended Citation
Niles, Michael D.; Byers, Lisa; and Krueger, Elizabeth
(2008)
"The Silent Crisis: Redefining Theoretical Approaches in Early Childhood Intervention Research with American Indians,"
Essays in Education: Vol. 23:
Iss.
1, Article 2.
Available at:
https://openriver.winona.edu/eie/vol23/iss1/2
Unique Identifier
WSUEIE2008WIniles
