Inuit view ELCC as an opportunity for cultural revitalization that holds the possibility of connecting Inuit with their land, culture, language, and histories. It is also a significant step towards self-determination, reconciliation, and cultural revitalization. The Inuit vision is an ELCC system that provides the best possible start to life for Inuit children, including the opportunity to learn and speak Inuktut, to grow up prepared to live a harmonious life rooted in Inuit ways of knowing, and to be equipped to participate in Canadian society. The vision, guiding principles and recommendations from Inuit engagement sessions clearly articulated that an Inuit-centred ELCC system must be self-determined. 

Inuit goals and principles

Inuit propose the following goals and principles to guide the creation of an Inuit ELCC system:

1. An Inuit ELCC system that is grounded in Inuktut and Inuit culture.
2. Inuit have self-determination in the development, design, and delivery of programs and services for Inuit children and families.
3. ELCC programs that are high quality and are defined by Inuit; created by Inuit; rooted in Inuit culture, traditions and values; and are provided in Inuktut (the Inuit language).
4. Flexible Inuit ELCC programming that is adaptable and respectful of regional and community diversity.
5. Program design and planning that is inclusive of collaboration amongst Inuit and government stakeholders, and supports the best interests of Inuit children and families.
6. Affordable Inuit ELCC programming that is available in all Inuit regions and communities, recognizing the high cost of living in remote and northern locations. 
7. All Inuit children and families have access to holistic ELCC programming (programs support families, and barriers to access are reduced), regardless of location or cost. 

Inuit priorities, strategies, and policy recommendations 

Inuit have identified the following priorities and strategies to reach the above goals:

1. Enable greater Inuit self-determination by exploring renewed fiscal policies, including the Inuit Nunangat Fiscal Policy Space, which supports flexible, integrated, long-term funding approaches that are directed by Inuit and enhance Inuit ELCC and family wellness, and provide choice and autonomy for Inuit in meeting the needs of their communities. 
2. Introduce policies and practices so that educators, child care managers, Elders, program providers and staff working in ELCC are valued, compensated and recognized for the integral role they play in supporting positive early childhood development. Inuit ELCC programs and services should be supported by reliable and consistent funding, taking into account the high cost of living in Inuit Nunangat. ELCC programs should aim to model employer best practices, including equitable compensation for women, provision of benefits and stability, as well as a pay scale based on education and experience. 
3. Develop Inuit-specific early childhood development curriculum materials and teaching tools that are grounded in Inuit knowledge and approaches to childrearing, nurturing and learning. Increase availability of educational resources, curriculum, and tools that are developed by Inuit, which are flexible and adaptable for use in current programs such as Aboriginal Head Start or other centres that wish to offer Inuit cultural programming. ELCC resource and curriculum development will take place through meaningful collaboration with Inuit knowledge-holders, Elders, educators and parents. Curriculum should also integrate a trauma-informed approach to help mitigate adverse childhood experiences and support children as they grow.
4. Increase access to Inuit-specific ELCC programming to include all communities in Inuit Nunangat, especially those that currently have no licensed child care centres or Aboriginal Head Start programs, as well as Inuit who are living in urban centres across Canada. Where possible, Inuit-specific ELCC programs and services should be available to Inuit families in urban and rural areas.
5. Develop strategies and partnerships to build human resource capacity and training in early childhood education for educators, managers, directors, and other staff involved in Inuit ELCC that are accessible (both financially and geographically) and grounded in Inuit knowledge. This includes both certified training and ongoing professional development. 
6. Build new and renovate existing buildings and playgrounds where needed, as determined by communities. Improve infrastructure and facilities construction, upgrades and renovations, taking into account that the northern reality requires more time and increased costs. Long-term planning and funding approaches should be developed that can address the complexity of building in Inuit Nunangat. In urban contexts, dedicated Inuit-specific facilities and spaces support overall wellbeing and health.
7. Work towards Inuit self-determination of ELCC licensing and regulations. Work with provinces and territories to remove regulatory and licensing barriers and adopt standards and practices that support Inuit rights to practice and teach Inuit culture.
8. Recognize and support Inuit children and families who are living outside of Inuit Nunangat by funding the creation and operation of Inuit-centred ELCC programs and family resource centres in urban areas. 
9. Establish monitoring, evaluation and learning frameworks designed to ensure that programs are consistent with the original goals and objectives identified by communities of learning, reflection and growth. The knowledge, opinions and perspectives of Inuit ELCC educators should be valued in spaces of collective reflection and experience-sharing within and between regions. Evaluation efforts should be led by Inuit and guided by Inuit knowledge and values.