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Everything about paper is in motion. “Things move, bodies move, material moves … everything moves with a different rhythm and intensity” (Pacini-Ketchabaw et al., 2016, p. 31). According to Hillevi Taguchi, the material acts on our thinking as much as our thinking acts on them (Pacini-Ketchabaw et al., 2016, p. 34). I was moved by the paper and got fascinating by its characteristics and liveliness. The movement of shedding the paper into pieces has its own rhythm however it is repetitive motion. Nevertheless, through that simple movement, I was able to create so many shapes and figures. Tearing the paper can let me have clouds, the sun, a boat, a lighting house; it also helps me to make my own ocean. When tearing the paper, I felt like my imagination was free from all the boundaries. I did not have to restrict my action to a certain shape. My object’s shape is freely determined by how the paper move. I did not control the shedding movement; my hand just went wherever the paper wants I notices, the small piece of paper curled up when I finished tearing it . Paper is also known as a material for us to express our thoughts and feelings on it. We can draw, write and paint on the paper to create a meaning or a purpose with it. On those random pieces of paper that I shredded before, I drawn some details on it to make others understand what they were without me having to explain it verbally. After the experiment with paper, I realised that children's creativity would be endless with paper. Playing with paper and interacting with the material would allow children to freely explore and developing their language.

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Deep listening is called "Dadirri", a word from the Ngan'gikurunggurr and Ngen'giwumirri languages of the Aboriginal people (Korff & Spirits, 2022). The actual meaning of "Dadirri" is the inner deep listening and quiet still awareness (Miriam-Rose Ungunmerr, 2021). We listening with all of our senses and the more we listen, the more we learn about our place, our land and ourselves. After being introduced to the "Dadirri", it changes my teaching pedagogy. I can organise an outdoor activity where the children would emerge themselves to the nature, listen to the sounds of the sky, the garden. With the practices of "deep listening" in early childhood education, children would be able to communicate and represent them to themselves, which develop a conscious vision. Moreover, through "deep listening", children would modify and enhance their understanding; as well as make the shift from one language to another.

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DADIRRI (Official Miriam-Rose Ungunmerr Video) :: 3 minute promo

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Naturally, children can communicate using languages; however, this development would be deepened and strengthen via the interaction with social, people and environment. Therefore, Listening plays a vital role in the language development (Edwards, 2012, p. 233). In Reggio Emilia, listening is considered as the basis for any relationship and young children are capable of reciprocal listening and expectation, which allows them to communicate and create dialogue. Therefore, it appears that the ability to listen is a natural disposition that children possess from birth, supporting the process of socialisation and acculturation. (Edwards, 2012, p. 237). Listening is meant to be open, open to doubts and differences. I, as an early childhood educator, have to create a space where children can freely express their differences and have chances to listen and be listened to. In the ECE setting, I would be the listeners, through the documentation. This would help me to develop a suitable curriculum and enhance the relationship between me and my children.

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According to the concept of “place as pedagogical contact zone”, we as human are “entangled in the histories, traumas, stories of places that we always already there” (Hamm and Boucher, 2017); and to be able to have an intimate relationship with place, we need to understand the stories and histories that linked to the place (Pelo, 2009).I want to acknowledge that this video is made on the lands of the Wurundjeri people, and I wish to acknowledge them as Traditional Custodians . I acknowledge the place- based pedagogy, which emphasise the crucial role of place to children’s development. As an educator, it is important to develop an ecological identity in children. This identity allows children to open a broader connection with their place, in which children’s lives are shaped (Pelo, 2021).To embedding the Aboriginal perspective in the early children education, I would have nature activities with children, where they can engage with the nature, to understand where they are from, the history and the culture of the land they are living. The children also have a chance to deep listening, listen to the river, the tree, the sky as they help children to develop and enhance their understanding theories.

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Indigenous cultures use a variety of oral traditions in addition to language to record significant events and convey important messages, including song, dance, art, and craft. Usually, it is the responsibility of the Elders to impart their knowledge and experience to younger generations through storytelling. Some tales are mythical or sacred, others are used as pedagogical resources to teach tales about life, and still, others provide solace and enlightenment. Children can make sense of the world and establish personal values, relationships, and cultural beliefs with the help of the life lessons taught through these stories. on my excursion to Footscray library, I came across the story of "Sun and Moon", where the author use mystical creatures to explain the existence of sun and moon while telling the story of sibling love. Through the book, children understand why we have Sun and moon and they also learn about the sibling relationship between Baribun, the dreamer and Budwi Bira, the warrior. They are brother and sister, even though they are very different. The siblings might have conflicts but they still always love and support each other no matter what.

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One of the most important forms of oral language that children can learn through listening is music. Through music and rhymes, children can understand the language and the culture that a song carries. Through songs like Ngaya Naba- my family, children are introduced to native language. Not only do they learn about the language, they also learn about the culture and the social relationship of Indigenous community. Family is a big part of Aboriginal society. In practice, I want to learn some of the Aboriginal song to sing with my children, that would be a good way for children to explore native language.

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Cheeky Tunes - Children's Music - Ngaya Naba/ Aboriginal songs for children

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Children's illustration book from Aboriginal perspective

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Children's illustration book from Aboriginal perspective

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This book introduced the shapes of Australia's nature through the Aboriginal art. From the illustration of the book, children can see how the art represent treetops circle, termite nests, the ocean waves... With colors and different shapes, the Aboriginal people can convey their view of the nature and how each element of Mother earth interact with others. Reading and interpreting the visual narrative provides the first introduction to decoding words and stories. Picture books are particularly beneficial in this process, especially those where the illustrations are an integral part of the narrative. Stories that rely on images to tell their entire story promote active interpretation and participation ("importance of illustration in picture books," 2018).

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It is important for educator to embed the Aboriginal perspective in teaching and developing children's language. Children can learn and acquire languages through several channels (Listening, artwork, music, play…); however, I believe the most effective channel is through listening. "The capacity for listening and reciprocal expectation is an important quality, enabling communication and dialogue, and demands to be understood and supported" (Edwards, 2012, p. 237). Through my journal, I realised that teaching is not about telling children what to think but about listen to children and guide them on the development of their own thinking and understanding. Children are capable and competent; therefore, we, as educators, have the role of creating an encouraging and supportive space where children can listen and be listened. Regarding the Aboriginal perspective, Children can explore Native language through listening to Aboriginal song. Moreover, art is also a very attractive and helpful method to teach children about Aboriginal culture and perspective. Through arts with bright colour and different shapes, the Elders share their knowledge and stories to younger generation. The stories are usually mystical and sacred, but they convey a great meaning about the family relationship, our relationship with Mother Earth, the nature. Also, embedding Aboriginal perspective would have educator to give children opportunities to engage with the nature, developing their relationship, love and understanding with the place they belong.