# data[].attributes.body
The YARNS approach was used to critically evaluate this resource (Shay & Oliver, 2021). The episode Acknowledgement of Country was created in 2019 by ABC Kids Community, although the attached video was uploaded on Facebook in 2020.

This resource is an insightful first introduction into Aboriginal perspectives for young children, no previous background knowledge is required to comprehend the meaning as the video explains the information in a child friendly manner that is easily grasped.

The presenters are all from Aboriginal and Torres Strait Islander background and clearly identify what part of Country they are from and where on the map it is located, as does character doll Kiya another element making this resource significantly relatable to children in the early years. Country is also described as bright green bush and red hot dirt, language that is understood by a child.

The use of nouns is appropriate, this is portrayed extremely well due to the nature of the presenters personal connection to Country. The word deadly is used in the video and then conveyed as awesome which shows children the meaning of the words is of similar nature.

The resource did not use any images of Indigenous people therefore no warnings about sensitive content were required.

The Australian Institute for Teaching and School Leadership [AITSL] standards 1.4 and 2.4 are represented throughout this resource. Strategies were used to understand cultural identity, background, respect and the importance of Aboriginal and Torres Strait Island language (AITSL, 2011). The resource is also supported by the Victorian Early Years Learning Development Framework [VEYLDF] (2016) and as highlighted in Outcome 2- Children respond to diversity with respect. Embedding First Nations perspectives into an early childhood program paves the pathway for unity and acceptance.

Country is the theme that is present throughout the resource as the presenters describe, locate and connect with Country throughout the video. Throughout the Acknowledgement of Country, the presenters make a point of touching the ground of the land, reaching for the sky that covers the land and touching our hearts at the promise to care for the land. This signifies to the viewer the importance that Aboriginal and Torres Strait Islander people place on Country and the meaningful connection they feel between the land and themselves.

Woodland, Barclay, Saunders and Beetson (2022) state that the term Country is a connectedness between family backgrounds and specific regions of Australia where a deep sense of belonging is felt.

# data[].attributes.attachment_link.title
305K views · 5K reactions | Luke, Miranda and Hunter give an Acknowledgement of Country in celebration of NAIDOC Week ❤

Celebrate with more great shows that embrace the richness of Indigenous history, culture and achievements: https://iview.abc.net.au/collection/naidoc-week-on-abc-kids | ABC Kids Community

# data[].attributes.attachment_link.description
Luke, Miranda and Hunter give an Acknowledgement of Country in celebration of NAIDOC Week ❤

Celebrate with more great shows that embrace the richness of Indigenous history, culture and achievements:...

# data[].attributes.body
The YouTube video of Bunjil and Waa was created in 2020 by Kerin Fogarty who is a supported playgroup facilitator.

The presentation is relevant today as it was created three years ago, it must be stated that it is a very basic version of the Bunjil and Waa story that First Nations people are familiar with. Making it a good starting point for early years education.

The author does not identify themselves as Aboriginal or Torres Strait Islander, she does not acknowledge the traditional owners of the land where she filmed the video. Kerin doesn’t particularly mention her standpoint although does give a simple overview of why Aboriginal people use symbols and how they are used as a means of communication and part of language, making this a important part of First Nations peoples identity. More information could have been shared about Waa rather than solely stating Waa was a crow without explaining the significant meaning the crow has to First Nations people. As mentioned, before it is a good resource for a first introduction about Bunjil and Waa that can and must be built upon.

Language used is not racist in any way throughout although the word mythology is not age appropriate for the audience, the story is aimed at being for early years. Using the word mythology is fine although following it with a more common word that a child can comprehend like story would further strengthen this connection.

Props were used in the story, Bunjil and Waa stick puppets and Aboriginal symbols, this is a great way to keep young children engaged. An explanation of why symbols are used was delivered well and reinforced with visual aids. There was a lovely connection between symbols being used for thousands of years and how they are still important today for First Nations people.

The correct use of nouns was used throughout the story and respect for culture was evident. Cultural information is appropriately used throughout the resource (Shay & Oliver, 2021).

The AITSL standard that the resource is relevant to is 2.4, it displays aspects of reconciliation, respect, acknowledgement of culture, language and the past (AITSL, 2011). The VEYLDF Outcome 1- Children have a strong sense of identity, when cultures are represented this shows respect for others’ beliefs this is an essential tool for inclusive practice (DET, 2016).

Identity is the theme that is heavily represented within this resource the language and communication element that is shown through the use of symbols plays a large part of First Nations peoples identity. As does the presence of Bunjil and Waa the creator and protector spirits who are a major part of Aboriginal people’s life, they are held in high regard and often used as inspiration through life choices and decisions (Terszak, 2016).

Importance is placed on handing down information and traditions to future generations though the use of language, important items and art this is when deep cultural knowing and identity is discovered (Victorian Aboriginal Corporation for Languages, 2014).

# data[].attributes.attachment_link.authors[].name
Kerin Fogarty: Supported Playgroup Facilitator

# data[].attributes.body
The video of Tiddalick The Frog was uploaded from RedPixelAnimation in 2012, it is a traditional Dreaming story that is now used in contemporary storybooks. The story is narrated by Kirra Christian and background music by Duncan Smith, the use of claps sticks and digeridoo accompanied by traditional singing.

The YARNS approach has been used to critically evaluate this resource (Shay & Oliver, 2021).

The story is up to date even though it was made 11 years ago, knowing that it is a well-known Aboriginal Dreaming story shows the importance of traditional stories passed down from ancestors. The story is child friendly and has pictures that capture children’s imagination, alongside relevant appropriate language. There was reference to the story being based on Keith McKeown’s story Tidda-lick And The Flood from 1937.

The story conveyed many traditions alongside fun elements, it is a story that children can relate to, many children can recognise their own rights and that of others and may already understood the importance of reciprocity in their own world.

Tradition and culture are represented throughout the story by coming together and yarning to try and solve a problem, a rich Aboriginal tradition steeped in history. The importance of integrating Australian animals into the story makes it more relatable to children, as most would be familiar with the animals in the video.

The use of nouns was suitable, many words used are of significance to Aboriginal language such as waterhole and riviera this was supported by pictures to show the connection.

I did not observe any sensitive content as it was an animated video so there were not any images of deceased First Nations peoples, so the need to address this wasn’t necessary. Traditional clothing was noted during the yarning circle, I believe that due to the nature of the stories age that this is an appropriate portrayal.

The AITSL standard (2011) 1.4 was evident in this resource in knowing students and how to learn, there was much consideration placed on doing the story justice with the representation of comprehensive knowledge in relation to Aboriginal culture. The VEYLDF outcome that is most relatable for this resource is Outcome 2- Children begin to think critically about fair and unfair behaviour (DET, 2016).

The theme represented in this resource is reciprocity, we saw how Tiddalick drank up all the water leaving none for anyone else and the impacts this caused to others. By yarning and coming together to solve the problem an effective idea was created which considered the opinions of others. Eventually Tiddalick was made to laugh by eel and water was restored for all, highlighting the importance of taking care of the land and taking only what you need ensuring there is enough for others. When the land is taken care of properly then it takes care of you, displaying the importance of a reciprocal relationship.

Kolm (2008) concurs with this statement and believes that a successful society is one that believes in the importance of reciprocity to work cohesively together with others, the statement of we support you, you support us provides improved outcomes for all.

# data[].attributes.body
The First Nations evaluation tool YARNS will be used throughout this resource to assess it’s appropriateness (Shay & Oliver, 2021).

Little J and Big Cuz Games was created in 2023 by Ned Lander Media. Ned is an Australian filmmaker who has made several Aboriginal stories. Tony Thorne is a proud Indigenous person and is the director.

The resource does reflect contemporary Australia, and this is shown in the games when children are introduced to items that would be found on Country mixed in with everyday items that would be familiar to them. It would be helpful to know some of the items although not necessary as these games are about trial and error and with that comes new learning.

Characters presented in the games are of Aboriginal heritage and there is no racist tone connected, I believe this is due to many Aboriginal people behind the scenes and playing characters in the episodes.  It is evident that the director has attempted to depict environments that would relate to children in remote areas and in larger cities.

The nouns used are appropriate, they are mainly in written form throughout the games and appreciation and credits are given to the Indigenous Early Year Advisory Committee for helping to create the resources.

The AITSL standard that aligns with this resource is 1.4 and 2.4 as it reflects both understanding how students learn and knowing the content (AITSL, 2011). A hands on approach works well with young children and this resource provides copious amounts of that with four options of games. The VEYLDF Outcome 5- Children express ideas and make meaning using a range of media (DET, 2016). This resource teaches many things about Indigenous culture as well as utilising technology by using a device.

The games include differentiating animal prints, creating a scene to the child’s liking, trying to find certain objects and working out what items belong in the bush. All these games show a connection to Country, and this is the theme throughout the resource. Rose (1996) claims that knowing Country well creates a sense of belonging therefore taking care of Country is pivotal in its preservation and this resource aims to help children comprehend this notion.