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Assignment 3 task: digital practice portfolio 

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Assignment 3 task: digital practice portfolio 

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Care for kids (2021) understands All Australian children, from the earliest age, deserve to learn about our ancient country and the rich and diverse cultures of First Nations people that continue to this day.

By embedding cultural learning in the early years educators can impart the wonder of Indigenous knowledge, and support Aboriginal children’s sense of identity and belonging, as well as promoting a culture of understanding and respect towards cultural diversity for all children.

Shay eta al (2021) notes that the big margin of indigenous culture perspectives in the classroom impacts on indigenous students beliefs that their culture knowledges and experiences are not as important as others.

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 1st digital resource.   Anti-Racism App for Primary School Children

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 1st digital resource.   Anti-Racism App for Primary School Children

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https://alltogethernow.org.au/our-work/past-projects/kids-together-now/

https://youtu.be/0xaSxQNYz6M

My first digital resource I have chosen is an app. This app is age appropriate from age 8+.  The area this engages in is identity .The children played through different storylines in the app. Each storyline provided a hypothetical situation where social exclusion has occurred. Different environments where used such as the playground, the beach or the store. This app acted as an intervention to acknowledge prejudice and stereotypes at a young age in development. Helping children and teachers to understand incidences of racism and gain conflict resolution skills.

David (2019) notes that for more than two centuries, Indigenous people in Australia have been resisting attacks on their lives, land and culture.

Aboriginal people continually have their working rights, land rights, and welfare rights undermined and attacked. Indigenous communities suffer from higher poverty and lower life expectancies than other Australians. They deal with routine racist violence and abuse.

The app works on the challenging task of reducing the frequencies of racism among children. And promote positive peer relationships among students creating stronger social skills. Also noting improved mental health among students.

As school is the predominant location for racism to occur among children, with most offenders being other students. Bringing awareness and understanding into the classroom through an app to engage children’s attention and curiosity seemed perfect.

Carly (2020) notes Racism, attitudes and assumptions, are key concepts that need to be explored in developing cultural capability.

AITSL (2020) shows 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students.

Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/careers.

*What constitutes racism and anti-racism strategies, policies, and legislation?

This app can be used at school with peers and educators, or at home with family and community.

Melissa (2023) says it is essential that all children see themselves reflected in the world around them and know they have a right to be in all places and spaces.

EYLF (2009) OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY

Children will:

Openly express their feelings and ideas in their interactions with others.

Explore aspects of identity through role play.

Share aspects of their culture with the other children and educators.

Educators will:

Provide rich and diverse resources that reflect children’s social worlds.

Provide children with strategies to make informed choices about their behaviors.

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An Anti-Racism App For Primary School Children

Inspired by the impact of the Everyday Racism mobile app to encourage positive behavioural change among adults, we embarked upon the challenging task of reducing the incidences of racism among children. The Kids Together Now app aimed to promote positive peer relationships among students, which enhanced their academic outcomes and improved physical and mental health outcomes.

It also provided primary school teachers with a stronger understanding of racism and other forms of exclusion from a child's perspective, which helped teachers to more confidently identify and address racism in the classroom.

How The App Worked

The app was designed as a one-term classroom tool to teach students aged 8 to 10 years old how to identify and challenge non race-based and race-based exclusion.

Students played through one storyline each week in class over a period of 8 weeks. Each storyline provided a hypothetical situation where social exclusion may have occurred, such as in the playground, at the beach, or during sporting activities. By providing a framework of scenarios for students to work through, the app acted as an intervention to address prejudice and stereotypes during a critical period for children's personal development.

An important part of the effectiveness for the app to serve as a means to reduce prejudice was the in-class conversation and dialogue that immediately followed the playing of the app. We created a series of Lesson Plans in PDF format, to help teachers facilitate meaningful discussions in the classroom. Together, the app and Lesson Plans assisted teachers in meeting the Intercultural Understanding capabilities within the Australian Curriculum.

The Kids Together Now app was available for use on any device with a browser and internet connection, including iPads and desktop computers.

How The App Worked For Teachers

Teachers could access the Lesson Plans and app by using the lesson plan booklet that coincided with each chapter in the app. They then provided the link to the app to each student in their class. After each lesson, the teachers provided their feedback to help us understand whether or not the program was helpful.

Thanks to our funders, the United Nations Alliance of Civilizations, BMW Group and the Alfred Deakin Institute for Citizenship and Globalisation, All Together Now was able to produce the Kids Together Now app so that it could be made freely available for Australian teachers.

How Parents Used The App

Parents guided their child/ren through the app for school assignments, or general learning about racism.

The science behind this project

School is the predominant location for racism to occur among children, with most perpetrators being other students[i]. 67% of secondary students surveyed in Victoria who had experienced racism had that experience at school[ii].

In Australia, callers' response data from the national Kids Helpline reveals that Aboriginal and Torres Strait Islander students and students from language backgrounds other than English were much more likely to experience bullying at school than other students.

Social science and public health research has linked racism to various morbidities, especially relating to mental health[iii].

The app's focus is on children aged 8-10 years old, because:

1. by the age of 8, children develop reconciliation skills as well as become capable of understanding peer group dynamics; thus anti-bias education is beneficial for children from this age onwards; [iv][v]

2. by the age of 9, children recognise social comparison information, and become aware of differences based on race and ethnicity; [vi]

3. by the age of 10, children recognise both overt and covert racism as well as social inequalities [vii][viii] and anti-racism interventions around age 9-10 seem to be particularly important due to the permeability of prejudice development at this age [ix]; and

4. it is necessary to create developmentally appropriate intervention strategies in childhood to address prejudice and racism before stereotypes are deeply entrenched by adulthood. [x]

Professor Melanie Killen [xi] also points to the necessity of a multi-method approach for intervention to reduce prejudice in the childhood years, which necessarily relies on innovative techniques reflecting social media used by children today.

With regards to teachers, a recent NSW study found that only half of classroom teachers had undertaken professional learning around incorporating anti-racism strategies into lessons, with 20% not having taken any professional learning in multiculturalism. 60% of teachers agreed that implementing anti-racism strategies are effective for fostering cultural inclusiveness in school. Of all the teachers surveyed, over 50% agreed that racism is a problem in schools [xii].

Kids Together Now was produced with academic rigour, with the lead academic team comprising Professor Melanie Killen, University of Maryland (USA), Professor Fiona White, The University of Sydney (Australia), and Dr Naomi Priest, Australian National University (Australia). However the app is no longer available for public use.

Social Impact

The multi-disciplinary team behind Kids Together Now evaluated the social impact of the app and teacher Lesson Plans.

We sought to achieve the following primary outcomes during the course of this project:

1. Promoting positive peer relationships among students, which lead to better academic outcomes.

2. Improved physical and mental health outcomes among students - for both victims and perpetrators.

3. Stronger social skills and conflict resolution skills among students, who were better able to identify and challenge incidences of racism.

4. Teachers' increased understanding of what racism looks like in a child's world, what to look out for, and greater confidence and vocabulary to address racism in the classroom.

5. Enabling teachers to have a classroom with fewer racially-motivated conflicts, allowing them to focus more on the curriculum.

References For Further Information

[i] Centre for Multicultural Youth, 2014, "Everyday Reality: Racism and Young People".

[ii] Mansouri, F. & Jenkins, L., 2010, "Schools as sites of race relations and intercultural tension", Australian Journal of Teacher Education, 35:7, pp 93-108.

[iii] Priest, N. et al., 2014, "Experiences of Racism, Racial/Ethnic Attitudes, Motivated Fairness and Mental Health Outcomes Among Primary and Secondary School Students", Journal of Youth and Adolescence.

[iv] Johnson, P. J. & Aboud, F. E., 2013, "Modifying ethnic attitudes in young children: the impact of communicator race and message strength", International Journal of Behavioural Development, 37:182.

[v] Killen, M., Mulvey, K.L., & Hitti, A. (2013). Social exclusion: A developmental

intergroup perspective. Child Development, 84, 772-790.

[vi] Rutland, A., & Killen, M. (2015). A developmental science approach to reducing prejudice and social exclusion: Intergroup processes, social-cognitive development, and moral reasoning. Social Issues and Policy Review, 9, 121-154.

[vii] Brown, C. S. & Bigler, R. S., 2005, "Children's Perceptions of Discrimination: A Developmental Model", Child Development, 76:3, pp 533-553.

[viii] Killen, M., Mulvey, K.L., & Hitti, A. (2013). Social exclusion: A developmental

intergroup perspective. Child Development, 84, 772-790.

[ix] Raabe, T. & Beelman, A., 2007, "Development of ethnic, racial, and national prejudice in childhood and adolescence. A multinational meta-analysis of age differences", Child Development, 82:6, pp 1715-1737.

[x] Rutland, A., & Killen, M. (2015). A developmental science approach to reducing prejudice and social exclusion: Intergroup processes, social-cognitive development, and moral reasoning. Social Issues and Policy Review, 9, 121-154.

[xi] Rutland, A., & Killen, M. (2015). A developmental science approach to reducing prejudice and social exclusion: Intergroup processes, social-cognitive development, and moral reasoning. Social Issues and Policy Review, 9, 121-154.

[xii] Watkins, M., Lean, G., Noble, G., Dunn, K. (2013), "Rethinking Multiculturalism, Reassessing Multicultural Education", Project Report Number 1, University of Western Sydney, NSW Department of Education and Communities and NSW Institute of Teachers.

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Inspired by the impact of the Everyday Racism mobile app to encourage positive behavioural change among adults, we embarked upon the challenging task of reducing the incidences of racism among children. The Kids Together Now app aimed to promote positive peer relationships among students, which enhanced their academic outcomes and improved physical and mental health outcomes.

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https://www.wingaru.com.au/

​Digital tools are an important part of today’s classrooms. Wingaru is an interactive app to help children understand the traditional custodians. Teaching all children of the true Australian colonial past. Learning cultural traditions that have happened on this land. It includes aboriginal perspectives in all learning areas. They will engage in reconciliation, and respect for the world’s oldest living culture.

This app includes easy assessable perspectives of aboriginal and Torres Strait islanders for classroom resources. Appropriate for kindergarten 4 and prep school 5/6.

Wingaru includes videos, printable worksheets and digital learning activities. Perso et al (2015) notes that all children have a preferred learning style. So the best way to engage a class is to use a range of different pedagogical strategies. The more engaging the pedagogy styles the more likely that learning will occur.

Wingaru kids is designed by an aboriginal origination its information and work is culturally appropriate through research and consultation. This digital resource will engage in the area reciprocity, as its main purpose is exchanging things with others for mutual benefit.

With over 130 lessons exploring important concepts that build a strong understanding of Aboriginal people, culture and issues. These inclusive experiences can help build the culturally inclusive society of the future. Whilst using a game based learning approach. It can be used either solo or in a group environment.

According to Vygotsky cited by Nolan (2015) Vygotsky’s theoretical perspective emphasises the significance role of language. Children are encouraged to work together and talk about what they are doing as a way to extend their understanding.

AITSL (2020) Focus area 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.

·         Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander

Some tools this app uses to support teachers are lesson plans that indicate ways to customise lessons for local perspectives and background information for the lessons. Its shows how to use different opportunities to connect with community. It has information on the importance of local perspectives, and some exposure to local languages. Included is also a digital dictionary.

EYLF (2009) OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS

Children participate in a variety of rich and meaningful inquiry-based experiences. Whilst they transfer knowledge from one setting to another.

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Wingaru provides Aboriginal education resources, teacher professional development and workplace cultural awareness training created and delivered by Aboriginal people.

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3rd digital resource.  Aboriginal dot painting art work 

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3rd digital resource.  Aboriginal dot painting art work 

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https://youtu.be/R7LuMPXUFx0

Talking to the students about Belonging and individuality, as they create their own hand dot paintings. Bringing into their paintings the colours they choose to represent their lives, family, animals and homes.   I will do this in the Kindergarten room ¾ age.

Lee Gane (2023) Talks about artwork as a culturally traditional way of telling stories and the dots as a technique used in the artwork. Encourage the children to share their story through the art of dot painting.

Guy (2023) says Australian Aboriginal Art translates, in part, an ongoing oral culture over 65,000 years old. We think that’s incredible. And beyond the beauty and depth of each artwork lies something equally important, the artist, their family, and their community.

In using this art experience in the classroom I will be bringing in the acknowledgment of family and community. Rose (1996) acknowledges that Life is meaningful, and much human activity art, music, dance, philosophy, religion, ritual and daily activity is about celebrating and promoting life.

EYLF (2009) understands that experiencing belonging – knowing where and with whom you belong – is integral to human existence. Children belong first to a family, a cultural group, a neighborhood and a wider community.

John (2022) notes that Hand stencils are the earliest and most personal symbols that we see in Aboriginal rock art sites. They are a primal way of marking territory and their individuality is often emphasized by framing them within a circle.

The use of symbols is a different way to carve stories, teaching survival and use of the land. The hand painting is usually surrounded by animals such as barramundi, or turtles and these represent the animals which where hunted in that area. Symbols are used to preserve culture and tradition. Using your hands in the paintings as it represents belonging to a community.

This engaging in the area of identity. Perso et al (2015) claims that linking the land and country ensures cultural integrity. Taking the learning and connecting it to the land can increase engagement.

AITSL (2014) 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

Identify communication strategies to develop genuine inclusive educational partnerships with Aboriginal and Torres Strait Islander students, families and communities.

Demonstrate ability to provide learning opportunities that are culturally appropriate and responsive to all students’ needs.

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Aboriginal Dot Paintings Inspired Art Lesson

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4th digital recourse. Learning the Acknowledgment of country

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4th digital recourse. Learning the Acknowledgment of country

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Acknowledgment of country

Tom (2001) recognizes Aboriginal and Torres Strait Islander peoples have experienced a long history of exclusion from Australian history books, the Australian flag, and the Australian anthem and for many years, Australian democracy.

An Acknowledgement of Country is a way of showing respect to the Traditional Owners of the land. Playing a daily Acknowledgement of Country is important because it encourages children to engage with diversity and respect.

David (2019) acknowledges their economy was capable of sustaining small populations with an abundance of varied food, while leaving ample time in people’s lives for ceremonial and leisure activities. They traded extensively with each other, and trade benefited whole communities.

The Bunurong People occupied areas of south eastern Victoria for tens of thousands of years, their traditional lands stretched from what is now known as the Werribee River, Westernport Bay, Phillip Island, Wilson's Promontory and Port Phillip Bay.

Shay et al (2021) acknowledges that involving families and the wider community of aboriginal and Torres Strait islander students into educational spaces matters. It sends a message to young people that they are seen, valued and appreciated.

Victorian Aboriginal Heritage Council (2022) shared this map of the Bunurong Country.

Acknowledgment of country is traditional custom that goes back thousands of years to show respect for other nations and tribal boundaries. A way to give you safe passage through country so that no harm would come to you.

We are Learning and understanding the connection to Aboriginal and Torres Strait Islander families. Showing the children in kindergarten (4 years old) to show respect to the local people. This activity of learning the country of acknowledgment words, will engage in Country. Country tells us everything about who we are, it connects our mind body and soul to the land.

Munya (2017) says as we walk we are following in the footsteps of our ancestors. Learning and understanding that Country is not just the land, sea or sky, but the Country is family.

AITSL (2014) standards 1.4 & 2.4 include the impact of government policies, programs and practices, both past and current, with emphasis placed on having an understanding and appreciation of contemporary Aboriginal and Torres Strait Islander Australian societies.

EYLF (2009)

Outcome 1

Children develop knowledgeable and confident self-identities

By sharing aspects of their culture with the other children and educators.

Outcome 2

Children respond to diversity with respect

Begin to show concern for others explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for choices and new understandings.

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Ask Aunty - Why is it important to acknowledge the Traditional Owners?