Pirurvik Preschool

“ᓱᕈᓰᑦ ᐃᓪᓕᓐᓂᐊᖅᑎᑕᐅᖄᖅᓯᒪᕗᑦ ᖃᓂᒋᔭᒥᓐᓄᑦ ᐃᓄᖕᓄᑦ. ᐃᓚᒌᕈᔪᖕᓄᑦ ᐊᖏᕈᑕᐅᓯᒪᔪᖅ ᐱᓕᕆᐊᒃᓴᐅᔪᑦ ᐊᔾᔨᒌᖏᑐᓂᑦ ᐱᖁᓯᓖᑦ ᓱᕈᓯᐅᑉ ᐃᓕᓐᓂᐊᕈᑎᖏᑦ. ᓱᕈᓰᑦ ᐊᒻᒪᓗ ᒪᒃᑯᒃᑐᑦ ᑖᒃᑯᐊ ᐱᓕᕆᓂᕐᒧᑦ ᐃᓕᓐᓂᐊᓗᑎᒃ ᐱᔭᕆᐊᖃᖅᐳᑦ ᓄᓇᕐᔪᐊᓕᒫᒧᑦ ᐃᒻᒪᖄ ᑕᐅᑐᒃᑕᒥᑎᒍ ᐃᓐᓇᕐᓂ ᐊᒻᒪᓗ ᐊᒥᖄᖃᑎᖃᕐᓂᕐᒥᒃ ᐃᓐᓇᕐᓂᒃ ᐱᓕᕆᐊᖏᓐᓂᒃ. ᐃᓇᑯᓗᐃᑦ, ᐊᖓᔪᖄᕆᔭᐅᔪᑦ ᐊᒻᒪᓗ ᐃᓄᖕᓄᑦ ᐊᓯᖏᓐᓄ ᐃᓕᓐᓂᐊᖅᑎᑎᓯᒪᕗᑦ ᐱᖅᑯᓯᕐᒧ ᐊᑑᑎᓕᖕᓂᑦ ᐊᒻᒪᓗ ᐱᔾᔪᓯᑐᖃᕆᔭᐅᔪᓂᑦ - ᐅᓂᒃᑲᐅᓯᒃᑯᑦ ᐊᒻᒪᓗ ᐅᖃᐅᓯᑐᖃᒃᑯᑦ ᑐᓂᔭᐅᕙᓪᓕᐊᔪᑦ ᓄᑕᖅᑲᓄᑦ.”

ᐃᓕᓐᓂᑎᖁᑎᕗᑦ, ᓯᕗᓂᒃᓴᕗᑦ ᐃᓕᓐᓂᐊᕐᓂᐅᑉ ᑐᖓᕕᖓ. ᐃᓕᓐᓂᐊᖅᑐᓕᕆᔨᒃᑯᑦ, ᐱᖁᓯᖅ ᐊᒻᒪᓗ ᐱᓕᕆᐊᖃᕐᓂᖅ

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“Children were educated by the people closest to them. Various family members accepted responsibility for different aspects of children’s education. Children and young people learn the skills necessary for the world in which they lived by observing adults and by sharing directly in adult activities. Elders, parents and others taught the values and traditions of the group- often through stories and myths passed orally from generation to generation.”

Our Students, Our Future, an Educational Framework. Department of Education, Culture and Employment

“ᓱᕈᓰᑦ ᑲᔪᖏᖅᓴᖅᑕᐅᓚᐅᖅᐳᑦ ᐊᔪᕈᓐᓃᖅᓴᖁᔭᐅᓪᓗᑎᒃ ᐃᓕᑦᑎᕙᓪᓕᐊᖁᔭᐅᓪᓗᑎᒡᓗ ᐃᒃᐱᖕᓂᐊᔾᔪᑎᓕᒫᖏᑦᑎᒍᑦ. ᐅᔾᔨᕈᓱᓕᖅᑎᑦᑎᓚᐅᖅᐳᖅ ᐃᓕᑦᑎᕙᓪᓕᐊᓂᖅ ᑎᒥᓕᒫᒧᑦ ᑐᕌᖓᓂᖓᓂᒃ. ᑕᐃᒪᐃᓕᐅᒃᑲᓐᓂᖅᐸᒃᖢᑎᒃ, ᐊᔪᕈᓐᓃᖅᓴᖅᐸᒃᖢᑎᒃ, ᐱᕚᓪᓕᖅᐸᒃᖢᑎᒡᓗ, ᐊᔪᕈᓐᓃᖅᓴᖅᑎᑕᐅᕙᒃᖢᑎᒃ ᓇᓗᖅᑯᑎᙱᖦᖢᑎᒃ, ᐃᒃᐱᒋᔭᖃᓕᖅᐸᒃᖢᑎᒃ ᐊᓂᒍᐃᓂᕐᒥᒃ ᐱᒃᑯᒋᔭᖃᕐᓂᕐᒥᒡᓗ ᐊᔪᙱᓐᓂᕆᔭᒥᓂᒃ. ᑭᖑᓂᐊᒍᑦ, ᓄᑕᕋᖅ ᐱᔭᕇᖅᓯᔪᓐᓇᓚᐅᖅᐳᖅ ᐱᓕᕆᐊᒃᓴᓕᒫᒥᓂᒃ ᐱᒋᐊᕐᓂᖓᓂ ᐃᓱᐊᓄᑦ.”

ᐃᓅᖃᑎᒌᑦ ᐃᓕᓐᓂᐊᕈᑎᒃᓴᑦ, ᐃᓕᓐᓂᐊᕈᑎᒃᓴᑦ ᐃᓄᐃᑦ ᑕᐅᑐᒃᑕᖓᒍᑦ, ᓄᓇᑦᓯᐊᕐᒥ ᐃᓕᓐᓂᐊᕐᓂᖅ, ᐃᓕᖅᑯᓯᓕᕆᓂᖅ ᐊᒻᒪ ᐃᖅᑲᓇᐃᔭᖅᑐᓕᕆᓂᖅ, 1996

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“Children were encouraged to practice and learn with all of their sense. It made them aware that leaning involves the whole body. With repetition, practice and progression, the instruction built their confidence, giving them a sense of accomplishment and pride in their abilities. Eventually, the child was able to do the whole task from beginning to end.”

Inuuqatigiit Curriculum, The Curriculum from the Inuit Perspective, Northwest Territories Education, Culture and Employment, 1996

Qujannamiik Inuit Nunaat Fund. We are immensely honoured, appreciative and grateful for your support and partnership as we are are deeply committed to this heart-led, and essential work. 🧡

"ᓄᑕᖅᑲᑦ ᑲᒪᒋᔭᐅᑦᑎᐊᕌᖓᑕ, ᓈᒻᒪᒋᔭᐅᓗᑎᒃ, ᖁᕕᐊᒋᔭᐅᓗᑎᒃ, ᐊᒻᒪ ᐃᑲᔪᖃᑕᐅᓗᑎᒃ, ᓴᙱᔫᓂᐊᖅᐳᑦ ᐊᒻᒪ ᖁᓱᙱᑦᑎᐊᕐᓗᑎᒃ. ᐃᓱᒪᔪᓐᓇᕐᓂᐊᖅᐳᑦ ᐊᒻᒪ ᐊᑲᐅᙱᓕᐅᕈᑎᓂᒃ ᐋᖅᑭᒃᓯᔪᓐᓇᕐᓗᑎᒃ; ᐃᓅᖃᑎᖃᑦᑎᐊᕈᓐᓇᕐᓂᖅ ᐊᓯᒥᓂᒃ; ᐃᒻᒥᒃᑰᕈᓐᓇᕐᓗᑎᒃ; ᐱᕙᒌᔭᕐᓂᖅ ᓯᕗᓂᒃᓴᒧᑦ; ᑐᑭᓯᐅᒪᓗᑎᒃ ᖃᓄᐃᔾᔪᑕᐅᓕᕈᓐᓇᖅᑐᓂᒃ ᖃᓄᐃᓕᐅᕐᓂᖏᓐᓄᑦ; ᐊᒻᒪᓗ ᓇᖕᒥᓂᖅ ᑭᓇᐅᓂᕐᒥᓂᒃ ᐃᒃᐱᒍᓱᑦᑎᐊᕐᓗᑎᒃ.

ᑕᐃᒪᓐᓇ ᓇᓗᖅᑯᑎᙱᒃᑯᑎᒃ, ᐅᖃᐅᓯᕐᒥᓂᒃ ᓴᙱᔫᓂᐊᖅᐳᑦ ᐅᕝᕙᓘᓐᓃᑦ ᐃᓕᓐᓂᐊᕈᒪᓂᖃᑦᑎᐊᕐᓗᑎᒃ. ᖃᐅᔨᓇᓱᒍᓐᓇᕐᓂᐊᖅᑐᑦ ᐊᔾᔨᒌᙱᑦᑐᓂᒃ ᐃᓱᒪᒋᔭᐅᔪᓂᒃ ᐊᒻᒪ ᐊᔪᕈᓐᓃᖅᐸᓪᓕᐊᓗᑎᒃ ᐱᒻᒪᕆᐅᒋᔭᐅᔪᓂᒃ ᓄᓇᓕᖏᓐᓄᑦ. ᑐᑭᓯᐅᒪᓂᐊᖅᐳᑦ ᐃᓱᓕᑦᑕᕐᕕᒋᔭᒥᓂᒃ ᓴᙱᓂᕆᔭᒥᓂᒡᓗ, ᖃᐅᔨᒪᓗᑎᒃ ᖃᓄᖅ ᑲᒪᒋᔭᖃᕈᓐᓇᕐᓂᕐᒥᒃ ᐊᑲᐅᙱᓕᐅᕈᑎᒋᔭᐅᔪᓂᒃ, ᐋᖅᑭᒃᓯᒪᓕᖅᑎᑦᑎᑦᑎᐊᖅᐸᒡᓗᑎᒡᓗ. ᑕᒪᓐᓇ ᐊᖓᔪᖅᑳᓕᒫᓄᑦ ᑕᐃᒪᐃᖁᔨᕗᖅ ᕿᑐᕐᖓᒥᓄᑦ."

ᐃᓅᖃᑎᒌᑦ – ᐃᓕᓐᓂᐊᕈᑎᒃᓴᑦ ᐃᓄᐃᑦ ᑕᐅᑐᒃᑕᖓᒍᑦ, ᓄᓇᑦᓯᐊᕐᒥ ᐃᓕᓐᓂᐊᕐᓂᖅ, ᐃᓕᖅᑯᓯᓕᕆᓂᖅ ᐊᒻᒪ ᐃᖅᑲᓇᐃᔭᖅᑐᓕᕆᓂᖅ, 1996

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“When children are treated with respect, acceptance, enjoyment and as contributing individuals, they will be strong and confident. They will be able to think and work things out; be able to deal appropriately with others; will be independent; able to plan ahead; have an understanding of the consequences of their actions; have a solid personal identity.

With this confidence, they will be strong in their language or have the desire to learn their language. They will be able to work through different ideas and gain skills that are important to their community. They will know their limits and strengths, know how to deal with conflicts, and how to make good decisions. This is what all parents wish for their children.”

Inuuqatigiit- The Curriculum from The Inuit Perspective, NWT Education, Culture and Employment, 1996

"ᐃᓕᓐᓂᐊᖅᑎᑦᑎᓂᖅ ᐃᓚᓕᐅᔾᔨᓯᒪᔭᕆᐊᖃᖅᐳᖅ ᐅᔾᔨᕈᓱᖕᓂᑐᐃᓐᓇᐅᙱᑦᑐᒥᒃ ᐃᓄᐃᑦ ᑕᐅᑐᖅᑰᖅᑕᖏᓐᓂᒃ, ᑭᓯᐊᓂᓗᑦᑕᐅᖅ ᐃᓕᑦᑎᕙᓪᓕᐊᓪᓚᑦᑖᕐᓂᕐᒥᒃ ᐃᓄᐃᑦ ᐅᖃᐅᓯᖏᓐᓂᒃ ᐃᓕᖅᑯᓯᖏᓐᓂᒡᓗ. ᐃᓕᓐᓂᐊᖅᑎᑦᑎᓂᖅ ᐊᒃᑐᐊᓂᖃᐃᓐᓇᕆᐊᖃᖅᐳᖅ ᐃᓕᓐᓂᐊᒐᒃᓴᓂᒃ ᐃᓄᐃᑦ ᐱᐅᓯᕆᕙᓚᐅᖅᑕᖏᓐᓄᑦ, ᖃᐅᔨᒪᓂᕆᔭᖏᓐᓄᑦ, ᐊᒻᒪ ᐊᑐᖅᓯᒪᔭᖏᓐᓄᑦ. ᐃᓕᓐᓂᐊᕐᕕᓕᒫᑦ, ᐃᓱᒪᓇᖅᑐᖅ ᐃᓕᓐᓂᐊᕐᕕᓕᒫᑦ, ᐃᓐᓇᑐᖃᕐᓂᒃ ᑐᓂᓯᖃᑦᑕᕆᐊᖃᖅᐳᑦ ᐃᓅᓇᓱᐊᕐᓂᕐᒧᑦ ᓯᓚᑐᓂᕐᒥᓂᒃ ᐊᒻᒪ ᐊᔪᙱᑕᖏᓐᓂᒃ ᕿᑐᕐᖓᑦᑕ ᐃᓕᓐᓂᐊᕐᓂᖏᓐᓄᑦ."

ᐃᓅᖃᑎᒌᑦ – ᐃᓕᓐᓂᐊᕈᑎᒃᓴᑦ ᐃᓄᐃᑦ ᑕᐅᑐᒃᑕᖓᒍᑦ, ᓄᓇᑦᓯᐊᕐᒥ ᐃᓕᓐᓂᐊᕐᓂᖅ, ᐃᓕᖅᑯᓯᓕᕆᓂᖅ ᐊᒻᒪ ᐃᖅᑲᓇᐃᔭᖅᑐᓕᕆᓂᖅ, 1996

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“Instruction must incorporate not only a sensitivity to the Inuit perspective, but actual learning experience in the Inuit language and culture. Instruction should always relate subjects to Inuit history, knowledge and experience. Every school, ideally every classroom, should have elders adding their living wisdom and skills to our children's education.”

Inuuqatigiit- The Curriculum from The Inuit Perspective, NWT Education, Culture and Employment, 1996

"ᓄᑕᖅᑲᑦ ᒪᒃᑯᒃᑐᓪᓗ ᐃᓕᑦᑎᓚᐅᖅᐳᑦ ᐊᔪᕈᓐᓃᖅᑕᒥᓂᒃ ᓄᓇᕐᔪᐊᒥ ᐃᓅᕝᕕᒋᔭᒥᓄᑦ ᑕᐅᑐᒃᐸᒃᑐᑎᒃ ᐃᓐᓇᕐᓂᒃ ᐃᓚᐅᕙᒃᑐᑎᒡᓗ ᐃᓐᓇᐃᑦ ᐱᓕᕆᐊᒃᓴᖏᓐᓂᒃ. ᐃᓐᓇᐃᑦ, ᐊᖓᔪᖅᑳᑦ, ᐊᓯᖏᓪᓗ ᐃᓕᓐᓂᐊᖅᑎᑦᑎᓚᐅᖅᐳᑦ ᑲᑎᙵᔪᑦ ᐱᒻᒪᕆᐅᒋᔭᖏᓐᓂᒃ ᐊᒻᒪ ᐱᖅᑯᓯᖏᓐᓂᒃ−ᐅᓂᒃᑳᖅᑐᐊᑎᒍᑦ ᐊᒻᒪ ᐅᓂᒃᑳᖅᑐᐊᒃᑯᑦ ᑐᓂᔭᐅᕙᒃᑐᑎᒃ ᑭᖑᕚᕇᓄᑦ."

ᐃᓕᓐᓂᐊᖅᑎᖁᑎᕗᑦ, ᓯᕗᓂᒃᓴᕗᑦ, ᐃᓕᓐᓂᐊᕐᓂᓕᕆᓂᕐᒧᑦ ᐱᓕᕆᔾᔪᑕᐅᓂᐊᖅᑐᑦ. ᐃᓕᓐᓂᐊᕐᓂᓕᕆᔨᒃᑯᑦ, ᐃᓕᖅᑯᓯᓕᕆᔨᒃᑯᑦ, ᐃᖅᑲᓇᐃᔭᖅᑐᓕᕆᔨᒃᑯᓪᓗ

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“Children and young people learned the skills necessary for the world in which they lived by observing adults and by sharing directly in adult activities. Elders, parents and others taught the values and traditions of the group - often through stories and myths passed orally from generation to generation.”

Our Students, Our Future, an Educational Framework. Department of Education, Culture and Employment

"ᓄᑕᖅᑲᑦ ᐃᓕᑦᑎᓚᐅᖅᐳᑦ ᐱᓕᕆᐊᒃᓴᓂᒃ ᑐᑭᖃᑦᑎᐊᖅᑐᓂᒃ ᐃᓅᓯᕆᔭᐅᔪᓄᑦ ᓄᓇᓕᕋᓛᖃᕐᕕᒋᔭᒥᓂ ᓄᓇᓕᖕᓂᓘᓐᓃᑦ ᐱᙳᐊᕐᓂᒃᑯᑦ. ᓱᕈᓰᑦ ᐱᔭᒃᓴᖅᑖᖅᑎᑕᐅᕙᓚᐅᖅᐳᑦ ᐱᓕᕆᐊᒃᓴᑎᒍᑦ ᐱᓕᕆᐊᒃᓴᑎᒍᓪᓘᓐᓃᑦ, ᐃᓄᐃᑦ ᐅᒃᐱᕆᔭᖃᖅᓱᑎᒃ ᐃᓕᑦᑎᔾᔪᑕᐅᓪᓗᑎᒃ ᑲᒪᑦᑎᐊᕈᓐᓇᕐᓂᕐᒥᒃ."

ᐃᓅᖃᑎᒌᑦ – ᐃᓕᓐᓂᐊᕈᑎᒃᓴᑦ ᐃᓄᐃᑦ ᑕᐅᑐᒃᑕᖓᒍᑦ, ᓄᓇᑦᓯᐊᕐᒥ ᐃᓕᓐᓂᐊᕐᓂᖅ, ᐃᓕᖅᑯᓯᓕᕆᓂᖅ ᐊᒻᒪ ᐃᖅᑲᓇᐃᔭᖅᑐᓕᕆᓂᖅ, 1996

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“Children learned tasks that were meaningful to the lifestyle of their camps or community through play. Children were given responsibilities through chores or tasks, which the Inuit felt made them learn to be responsible.”

Inuuqatigiit- The Curriculum from The Inuit Perspective, NWT Education, Culture and Employment, 1996