New study explores how Indigenous Knowledge shapes child development

February 4, 2025 - Louise Henderson

Associate Professor Dr. Heather Howard of Michigan State University’s Department of Anthropology has always been interested in the politics of food. 

“I’ve long been interested in the socio-cultural dimensions of nourishment and how these connect to knowledge about illness and disease,” Howard said.

Howard is part of Wiba Anung—a collaborative partnership between MSU and the Inter-Tribal Council of Michigan who support the health and well-being of indigenous children and families in Michigan. Their research on how Indigenous communities foster cultural, intergenerational, and communal connections is recently published in ScienceDirect.

“We emphasized the importance of Indigenous Knowledge around food and its ties to land, spiritual well-being, reciprocal responsibilities and community connections, which support the healthy development of Indigenous children and advance scholarly understanding of early childhood development,” Howard said.

Collage of PhotoVoice images illustrating Honesty.

Wiba Anung used a method called PhotoVoice, in which participants photographed and shared their experiences. These photos helped prioritize the perspectives of Indigenous families and provided insight into their lived experiences. This method illustrated how traditional practices, such as food-and land-based activities, help children from Indigenous families grow and develop. The study found that many important traditions and lessons were passed down to children through everyday activities. 

A key way children in Michigan’s Indigenous communities learn is through observation. This way of learning is called gikinawaabi in the Ojibwe language.

Howard facilitated a podcast titled “Indigenous Food Sovereignty and Our Relational Responsibilities” which featured Ann Cameron, Head Start director with the Inter-Tribal Council of Michigan. Cameron, a co-writer on the publication with Howard, explained that a curriculum called 13 Moons, helps facilitate gikinawaabi methods.

“Kids will participate in learning activities, not only about nutrition, but how they as individuals relate to their own culture and community,” Cameron said. 

The research identified three main themes. These included cultural connections, intergenerational connections and connections to community responsibilities through protocol. 

“Through the participants’ shared photos, we found themes highlighting decolonization through cultural reclamation, healing in action, and the resources and challenges involved in these efforts,” Howard said.  

Howard added that this research is being applied by organizations advocating for appropriate federal policy and legislation for tribal early childhood education programs.