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This book, read aloud in the YouTube video, is a beautiful Welcome to Country, written by Aunty Joy Murphy and illustrated by Lisa Kennedy. Using the YARNS evaluation tool (Shay & Oliver, 2021) to evaluate this resource, it is understood that this is a fairly recent publication. It is accessible to all students as the language used and explanations offered allow for further teachable moments. This book was written by Aunty Joy Murphy who is a senior Wurundjeri elder of the Kulin Nation. Illustrations were done by Lisa Kennedy descendant of the Trawlwoolway People, though born and raised in Melbourne she feels connected to the Wurundjeri country (Aunty Joy Murphy & Lisa Kennedy, 2016). Aunty Joy Murphy uses contemporary language that is accessible to the audience and informs the reader about reciprocal relationship to the land we are on. This book contains no racist or derogatory terminology. It reflects a strong knowledge of the language groups and nations across Australia. No Aboriginal or Torres Strait Islander people are pictured in this book however, Lisa Kennedy has created artwork depicting the Traditional owners of the land. AITSL standard 1.4 (AITSL, 2019, pg. 11) outlines the strategies for teaching Aboriginal and Torres Strait Islander students and discusses having a broad understanding of the impact on culture and cultural identity on the education of students from these backgrounds. Showing respect and understanding for cultural practices, AITSL standard 2.4 (AITSL 2019, pg. 13), such as a Welcome to Country connects students to reciprocal relationships between Peoples and Country. A big theme throughout the book is reciprocity, giving back as much as you take. This idea connects with the 8 Aboriginal Ways of Learning pedagogy (8ways, ND). This pedagogic approach explores the idea “if you take something, put something back”. Exploring this reciprocal relationship to the land through the Welcome to Country book fosters a sense of care and wonder which the children can translate into their play and lives. Outcome 2 of the EYLF (DET, 2019) outlines the relationship children build with the world around them, children are connected with and contribute to their world. This book has a target age group of 5-9, however, with scaffolding and support younger children can grasp the messages.

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This interactive book was created in 2019 and is the Dreaming story of the birth of the butterfly as told by the Thurrawal (Dharawal) people. Using the YARNS resource evaluation tool, as previously done, (Shay & Oliver, 2021) to evaluate this resource it can be seen that this is a strong resource with deep connections to identity. This book was created as adapted by the children of Coomaditchie and the youth of the Ngaramura Project, a project which provides support for young people to re-engage with education (Coomaditchie United Aboriginal Corporation, 2022). All collaborators are Australia’s First Nation peoples. The creators acknowledge the where the Dreaming story they are telling has been told from and what peoples have passed on this Dreaming story. This resource does not use any racist terminology and fosters a strong sense of identity. While there are no pictures of Aboriginal or Torres Strait Islander peoples the artwork used through this book were created by the young people in the Ngaramura project, this artwork depicts the animals in the Dreaming story. This resource uses the correct terminology for Dreaming stories, rather than referring to them as Dreamtime. This particular resource does not contain images of Aboriginal or Torres Strait Islander peoples however, the website contains a warning for images of peoples who are deceased.

This story provides a connection and understanding to Aboriginal and Torres Strait Islander culture and histories. It allows students to explore Aboriginal and Torres Strait Islander culture and develop understanding and respect as outlined in AITSL standard 2.4 (AITSL, 2019, pg. 13). It is an age-appropriate way for children to interact with the histories and cultures of Aboriginal and Torres Strait Islander students as outlined in AITSL standard 1.4 (AITSL, 2019, pg. 11).

Connecting culture is explored through the Secretariat of National Aboriginal and Islander Child Care (SNAICC) EYLF fact sheets (SNAICC, 2015). This explores the benefits of including culture and links to identity, land, history and what it means to be Aboriginal and/or Torres Strait Islanders. Embedding these into the program fosters a strong sense of identity where all children are represented. Outcome 1 of the EYLF (DET, 2019) outlines children having a strong sense of identity. By exploring Dreaming stories, a link is created for each child’s network. Which for First Nation peoples, encompasses family, community, culture, nature and tradition and Aboriginal and Torres Strait Islander staff. Personal identity is closely linked with cultural identity, making this resource an important one to share in the classroom. This book does have stronger themes however, the language used, and explanations provided make it accessible for ages 3 and up.

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This episode of playschool was published in 2022, the episode gives centre around Acknowledgement of Country “celebrating Australia’s first people” (Australian Broadcasting Corporation [ABC], 2022). This is a strong resource that I would use from the ages 3 and up, it has strong links to the theme of Country. Using the YARNS resource evaluation tool (Shay & Oliver, 2021) to evaluate this resource shows its benefits in the classroom. This video is aimed at preschool children who may not have knowledge of Australia's first nation. Therefore, it shares knowledge and provocations in an accessible way for young minds. This episode was created in collaboration with Aboriginal Early Childhood Education consultant Jessica Staines who is a Wiradjuri woman with diverse experience in the early childhood education sector and Ruby Red Scarlet who is an activist and early childhood researcher and teacher. Indigenous Australians are represented throughout this episode in content but also by the presenters. Luke Carroll is from Wiradjuri Country; Miranda Tapsell is from the Tiwi Islands and Hunter Page-Lochard is from Bundjalung Country. The language used in this resource is accessible to children learning and hearing about First Nation peoples for the first time or for extending on what they already know. The language used is not racist and introduces ideas and further discussion around connection to Country. The episode celebrates connection to country and creates provocations that children will be able to connect with through their experiences while learning to become custodians of the land.

The playschool episode links to the AITSL standards 1.4 (AITSL, 2019, pg. 11) and 2.4 (AITSL, 2019, pg. 13) as it provides students with an opportunity to learn about the communities, culture, histories and linguistic backgrounds of Aboriginal and Torres Strait Islander peoples. It provides an opportunity for the children to develop their understandings in an age-appropriate way. When linking with the EYLF this resource connects to outcomes 1, 2, 4 and 5. It fosters a strong link to identity, connection and contribution to the world, supports children in becoming confident and involved learners and effective communicators (DET, 2019). As indicated, this digital resource teaches respect for diversity and Country which links to the EYLF practices and principles.

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This is a strong resource that I would incorporate into rest time for the 2–3-year-old age group. The sleep stories are accessible for all age groups from long day care through to primary school and beyond. To evaluate this resource, I applied the YARNS resource evaluation tool (Shay & Oliver, 2021). The sleep stories are written as part of the Dreamy project by common ground, which began in 2021. Jazz Money is the poet who created this sleep story. The dreamy project was created by Common Ground, a not-for-profit organisation led by First Nation peoples with the aim of quieting the minds of all listeners and helping them to connect to Country. Jazz is a Wiradjuri woman currently based on Gadigal land, she is a poet, filmmaker and artist. Jazz creates Indigenous digital spaces and brings the tradition of storytelling into this space. This resource does not use any racist terminology. The language used throughout this resource reflects contemporary guides. It was created by First Nation peoples from all over Australia and reflects this in the story telling and language usage. Each sleep story is created by an Indigenous Australian artist, connection to Country is explored using storytelling and poetry. This resource gives credit to each individual artist and poet as the creators of the piece. It does not group the creators or refer to homogenous group. This resource connects to the theme of Country as it explores links to the land. This sleep story explores the use of the Wiradjuri word Bilabang as it means pool of water and is also the word for galaxy. This story explores the world around within the story and with the use of nature sounds, connecting listeners to the Country. Sleep stories connect with Australian Institute for Teaching and School Leadership (AITSL) standard 1.4, Strategies for teaching Aboriginal and Torres Strait Islander students (Australian Institute for Teaching and School Leadership [AITSL], 2019). Implementing this resource into the classroom shows an understanding of the cultural and linguistic background of Aboriginal and Torres Strait Islander students. Focus area 2.4 of the professional standards highlights the need to understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians (AITSL, 2019). This resource provides students the opportunity to connect with, develop an understanding and respect for Aboriginal and Torres Strait Islander histories and the tradition of oral story telling. This links to the Early Years Learning Framework (EYLF) outcomes 1.3 Children develop knowledgeable and confident self-identities and particularly outcome 2: children are connected with and contribute to their world (Department of Education and Training [DET], 2019). When looking at the 8 ways Aboriginal pedagogy, this resource links in with story sharing and land links (8ways, N.D).