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Theme - reciprocity

Little Yarns is a co-listening broadcast series for preschoolers. Little Yarns is perfect for families listening together at home or as a listening resource for early learning centers, exploring the different languages, stories, and countries of Indigenous Australia. I have selected one of the chapters, this resource was produced in 2019 and focuses on describing the wilerr away from the waterside of Wadjigany Country.

This resource required me to provide children with the locations corresponding to each area so that children could broadly understand where in Australia the places mentioned in the blog were pointing. Similarly, this resource speaks many Indigenous languages, so children need to be aware of what the languages mentioned in the blog are.

Children are at a critical time in their language development and the process of listening will assist in building the foundations of children's speech, language, and communication, and listening to the audio broadcasts will improve attention to spoken language. To understand the content, one has to listen carefully, therefore training the pupils' sense of hearing and perception. Both are key skills for learning to read and write.

The person who introduces the broadcast is Indigenous, so her words show a great deal of respect for Indigenous people. This move renders her language more meaningful as children will learn all about Aboriginal people through her tone and language (Neil, 2012, p.192). This also helps children to achieve their full potential in terms of language development (Friedberg & Applin, 2020, p. 154.)

The sea and the animals mentioned in the broadcast reflect the importance of the Indigenous people and their love of nature, which the author expresses as important to her. By listening to the broadcast, children will begin to appreciate the sea, the animals, and more importantly the earth, and will develop a respect for nature (Australian Institute for Teaching and School Leadership [AITSL], 2017).

This broadcast teaches children the wilerr word at the same time as getting a feel for the Indigenous lands. By continually describing its image, children can use their imagination to increase their creativity ([DET], 2019).

This broadcast demonstrates the reciprocal relationship between Indigenous peoples and the natural environment. This relationship is one of reciprocity between humans and nature. Indigenous peoples acknowledge their dependence on the natural environment for survival and accept their interdependence on the natural world (Arnold et al., 2021). In this relationship, Indigenous peoples are constantly grateful for what the environment provides. Therefore, this resource can be used to show children the importance of respecting the land, the Indigenous people, and the water, and to convey respect for feeling and valuing the land. Children will learn to respect through a slow process of understanding.

Central to learning about Indigenous knowledge is understanding the local land and place (Perso & Hayward, 2015, p. 122). This resource takes learning out of the classroom and connects it to the land, which can enhance meaningful teaching and learning by promoting belonging and engagement with Indigenous children ([AITSL], 2017).

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Crocodile in Batjamalh - ABC Kids listen

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Stay back from the water's edge on Wadjigany Country, Maree is sharing the Batjamalh word for a big reptile with pointy teeth - a wilerr (saltwater crocodile).

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Theme - identity

The Moth Dance shows the moth's journey from egg to breaking out of its cocoon and discovering its environment. In it, the transformation of the moth represents the human life cycle and the birth of a new creature, while the cocooned moth reflects the resilience of Indigenous peoples and depicts a story of spiritual transmission and spiritual presence (Bangarra Dance Theatre, 2019).

In Indigenous culture, storytelling is the means by which cultural systems, values, and identities are preserved and transmitted, and these messages are conveyed through the arts (Perso & Hayward, 2015, p. 108). Storytelling through song, music, and dance connects people to the land and teaches the traditions of their culture and ancestors, which is how knowledge is passed on from generation to generation (Bangarra Dance Theatre, 2019) . This resource is therefore a powerful way for Indigenous children to learn, and their familiar methods of learning through physical communication can further help them to feel a sense of belonging ([AITSL], 2017).

The dance movements in the Indigenous dances have a very vivid dance vocabulary that mimics the images of various moths, and these realistic images of dance movements captivate children and stimulate their interest in learning. Children's thinking is based on visual and concrete thinking, and their understanding and knowledge of things depend on visual and concrete objects. The moth dance, with its vivid images and rich expressions, makes children feel the lifelike appearance of the animals, and such dance images are in line with children's thinking and can be easily understood and grasped by them while satisfying their psychological desire to imitate. The children were not only interested in learning, but also observed the animals' expressions very carefully, combining their own life experiences with their rich imagination to create their own dances. In the process of making up and performing their own dances, the children not only enrich their knowledge but also fully mobilize their enthusiasm and initiative in learning, enjoying their participation in the dance imitation and experiencing the fun of the activity ([DET], 2019).

Through the moth dance imitation, children are taught the value of Indigenous dance in their national cultural environment from an early age, and their sense of national pride is strengthened. This is an enjoyable way of teaching 'learning through play' in early childhood education.

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MOTH Bangarra Dance Theatre Education Resource

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Book - My culture and me  by Gregg Dreise

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Book - My culture and me  by Gregg Dreise

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Theme - country

Unlike traditional ways of teaching literacy and numeracy, this resource uses fun picture books and incorporates new words in discussions by reading them to the children. Many high-quality early readers are provided to local Indigenous children, and although these are not specifically English language materials for children, Indigenous children's English language skills improve dramatically as they read. Through language learning in the classroom, it is possible for Indigenous and non-Indigenous people to understand each other's cultures and identities ([AITSL], 2017).

This resource allows teachers to prompt children to observe the features of the background paintings in the book as they view them and create their own paintings based on this feature. And through contact with diverse cultures, they can discover and feel the different beauty of life, learn about the love of the environment of Indigenous people, and experience the joy of creativity.

Respect for Indigenous cultures and the art of pointillism as a storytelling technique are the foundation of this experience for children. Where possible, as mentioned by Element 3.2.3 in National Quality Area 3, natural materials are preferred as it could further support children in becoming environmentally responsible (ACECQA, 2011).

Understanding the differences that come with different cultures through observation and experience builds as well as inspires a love of indigenous cultures in children and reduces the discrimination that comes with stereotypes of Indigenous peoples. Viewing this picture book allows children to appreciate Indigenous images of Australia, learn about Australian Indigenous culture, and feel the beauty of Australia's original simplicity.

Children can take out their own paintings and show them to the class, guiding them to analyze and explain their works in terms of composition, color use, and expression techniques. Let the children evaluate each other and express their appreciation. In the process of appreciation and commentary, children should be the main body and encouraged to express their own views, observe more, speak boldly, and try more to express their respective appreciation feelings in art language. When a painting is completed, what accompanies the creator is not only a sense of accomplishment but also a sense of belonging to the painting ([DET], 2019).

Children will try to learn about Indigenous art forms, listen to their myths and stories, or view indigenous artwork in the classroom, while at the same time allowing Indigenous children to find traces of their own culture in the kindergarten. Every child may recognize a reflection of themselves in the environment, which helps them understand that they have the right to be present wherever they are.

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Ozzie – Educational Videos For Toddlers & Kids

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My Culture and Me | Story Time With Ozzie | Aboriginal Book by Gregg Dreise

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Theme - country

Indigenous people use sounds from nature as musical instruments and incorporate them into their music to form Australian Indigenous music, which represents not only their curiosity about nature but also their love for nature.

On the basis of listening and experiencing, children can actively participate in group discussions, summarize and conclude the stylistic characteristics of Australian Aboriginal music, expand their own musical horizons and knowledge, understand respect for the world's diverse cultures, and become interested in the artistic life of the Indigenous people ([AITSL], 2017).

To explore and be familiar with music created by First Nation people is one of the significant characteristics of a professional educator to appreciate the richness of Indigenous identities. By applying this resource in teaching, Indigenous language can be also embedded. This resource provides the name of Indigenous instruments, by teaching children to correct the name for the instrument is also a teaching strategy that supports the learning of indigenous languages and cultures (Shay & Oliver, 2021).

Indigenous instruments can be played by several or dozens of people at the same time, but can also be played with a wide range of instruments. Children are naturally creative and by providing them with Indigenous instruments they can improvise their own music using the materials. Children also have the autonomy to choose which instrument they prefer and when they start to make choices, having fun is a positive thing (Melville-Clark, 2006, p.21).

Children may very much become who they are via art. Children integrate their feelings and thoughts with their own subjective ideas when they make art. Their creativity is driven by a deep-seated need to express oneself. They continually create, which leads to a deeper and deeper personal growth and the mastery of their craft. Through painting, the kids will be able to express their own ideas and develop their individuality.

“Belonging, Becoming, Becoming” is the starting point and the ultimate destination of children's learning. The social growth of a child depends on feeling a sense of belonging. Children who don't feel like they belong will feel alone and powerless and be hesitant to communicate with others. However, children who participate in the arts may express themselves and learn about their own identities ([DET], 2019).

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DARIA creates award-winning multi-cultural childrenʼs music and tours with her unique interactive concerts. DARIAʼs cdʼs are used widely in preschool, elementary and special education classrooms.

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Australian Children’s Education and Care Quality Authority (ACECQA) (2011). National Quality Standard Resource list.

https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-6-collaborative-partnership-with-families-and-communities

Australian Institute for Teaching and School Leadership (AITSL) (2017). Australian professional standards for teachers. https://www.aitsl.edu.au/standards

Bangarra Dance Theatre. (2013). Moth. Bangarra Dance Theatre Australia and Education Services Australia Ltd.

Department of Education and Training (DET) (2019). Belonging, being & becoming: The early years learning framework for Australia. https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Friedberg, J., & Applin, C. (2020).Music with babies and young children : Activities to encourage bonding, communication and wellbeing. Jessica Kingsley Publishers.

Melville-Clark, P. (2006). Music, moving & learning in early childhood : A manual of songs, lesson plans & basic theory for teachers, students and parents of young children. Electronic & Database Publishing, Inc.

Neil, H. (2012). Teaching and learning in aboriginal education. Oxford university press.

Perso, T., & Hayward, C. (2015). Teaching Indigenous students : Cultural awareness and classroom strategies for improving learning outcomes. Taylor & Francis Group

Shay, M. & Oliver, R. (2021). Indigenous education in australia : Learning and teaching for deadly futures. Taylor & Francis Group.