Indigenous children’s resilience in early childhood classrooms in the US: Culturally relevant practices and teacher interpretations of standardized assessments

Abstract

Resilience is often conceptualized as an individual’s ability to adapt to adversity; however, in Indigenous communities, it is deeply rooted in cultural continuity, language, and intergenerational support. This study examined resilience among Indigenous children in early childhood education settings in the United States, focusing on protective factors and the role of culturally significant classroom practices. A sequential explanatory mixed- methods design was used to analyze quantitative data from the Devereux Early Childhood Assessment (DECA) and the Native Culture and Language in the Classroom Observation (NCLCO) within an Early Head Start (EHS) and Head Start (HS) program serving Indigenous children. Results revealed distinct age-related patterns, with EHS children showing negative associations between DECA scores and cultural elements, while HS children exhibited positive associations. Qualitative findings from teacher and leadership focus groups provided contextual insight, highlighting how cultural expectations, emotional expression, and environmental interactions influence perceptions of resilience. While the DECA was generally regarded as a useful tool, participants identified challenges in rating culturally specific expressions of resilience, underscoring the need for culturally responsive assessment methods. Findings contribute to a growing body of research advocating for the integration of Indigenous knowledge and practices in early childhood resilience assessment to ensure developmental measures reflect the strengths and adaptive capacities of Indigenous children.