https://www.youtube.com/watch?v=0doaqseof80 

The book is an insight into the story of when early British settlers first arrived in Australia.

The book is brief in written words and repetitive with the intent to have the main point of the children’s book sink in, that Australia wasn’t “nobody’s land” it was in fact first nations peoples land first. 

The book introduces terms to children such as terra nullius and colonisation, we as teachers can take these opportunities to further discuss with children the meaning of these new terms. Terra nullius meaning nobody’s land. 

I as a teacher I am implementing more books and stories written by first nations people as part of my pedagogical practices. Through this I am developing a deeper awareness of first nations resources including authors and illustrators (Shay & Oliver 2021. P. 192). 

This book explores in a child friendly way how every aspect of aboriginal societies have been impacted by British colonisation, and all the generational trauma that has been caused from this (Bourke & Bourke 1995). 

 

This resource can be linked to the early years learning framework (EYLF) outcome 5, children are effective communicators. Children are engaging with a range of texts and creating meaning from them. 

ATSIL standard link 2.4. Through this book we can provide children with insights into Aboriginal and Torres strait islander histories and cultures. We are opening opportunities for children to ask questions, in order to clarify and extend on their knowledge and wonders. 

 

Themes of country - 

Through the text and illustrations in this book, there is a strong theme of cultural importance of country. We can dive deeper than the written text and gain lots of meaning from the illustrations. For example, of one page we can see in the picture that there are many trees being cut down by early settlers. This sparks conversations with children about the importance of caring and respect for the land and the great sadness for first nations people this has caused. 

Intertwining country into our practices is important as so many people in the world have become detached from the natural environment due to new technologies. From a young age we can teach the importance respect and caring for the natural land (Shay & Oliver 2021). 

https://www.abc.net.au/abckids/shows/play-school/extension-ideas/play-school-acknowledgement-of-country/11382434 

This resource is an acknowledgement to country song titled hand in hand performed by 4 first nations people on ABC playschool. 

The song includes many first nations cultural words such as Mob, as well as the word ‘bye’ in 3 different first nations languages. 

The song is Child friendly and child aimed, the song is accompanied with actions for more involvement, whole-body expression cognitive and core development.  

The didgeridoo is being played throughout the song, introducing children to early first nations instruments. This is an opportunity to intentionally dive deeper into the culture behind musical instruments and songs. 

As a teacher I need to do my own research into the local community of which I am teaching. Ensuring I have the correct mob’s name and am using the correct language for this area. I can do this by contacting local indigenous services and researching online. I am teaching on Djab wurrung country. 

ATSIL standard link – 2.4 

By listening to and learning the meaning behind the acknowledgement to country for both students and teachers, we are demonstrating an increasing understanding, furthering knowledge and respect for Aboriginal and Torres strait islander people’s history, culture, and language. 

As teachers we are promoting respectful relationships between indigenous and non-indigenous peoples. 

Linking to EYLF outcome 2, children are connected and contribute to their world. Children are learning about and developing senses of identity and belonging to different cultural groups, and learning about the world around them. 

 

Themes of reciprocity - 

Through the children taking part in this acknowledgment to country, they are showing respect for culture and acknowledging the traditional custodians of the land on which we learn and play. This is an important way to recognise world views and the cultural importance of the land. When taking part in an acknowledgment to country we say thank you for being able to live and learn on this land, we are also creating a safe sense of belonging for indigenous students (Shay & Oliver 2021. P. 194). 

Through this reciprocity we are working towards positive relationships for all in future generations. We as a classroom can use these resources given to us to further understand first nations cultures and important practices.  Expanding the contents of western world views from scientific and critical human knowledge to community, ancestorial and country knowledge. Where knowledge is learnt and experienced rather than constructed (Shay & Oliver 2021. P. 196). 

https://www.kmart.com.au/product/leaving-footprints-framed-canvas-43140480/  

(this is the website where this artwork can be purchased.)

The artwork chosen in the 4-year-old kinder classroom is titled – Leaving footprints, by Holly Mclennan-brown, Yorta Yorta Artist. The intent of the artwork is to explore the marks we leave behind on the land. What we value in life and land, and what we want to be known for. 

We also are exploring what we are taking from and giving back to the natural environment, brainstorming on how we both as a whole and individually can give back to nature. We can deeper explore this through discussing the importance and meanings of activities like tree planting, the responsibilities we as Australians now have to work together to heal the land of all the clearing that has occurred in the past. 

This also allows us to think more critically about our daily practices and how we can be more sustainable, examples include excessive paper use, water wastage and other general waste.

This resource explores the importance of respect for land, and what the land can provide us with. We look at learning on and from land, what we can metaphorically take from the land. (P.192)

As an extension of this footprints theme, we have implemented a fire pit in our outdoor yard. We can use this fire pit to explore cultural practices such as yarning, with an invited first nations person. 

 

ATSIL link – 1.4 strategies for teaching aboriginal and Torres strait islander students. 

As a teacher, demonstrating a broad knowledge and understanding of the impacts on culture and identities of first nations students. 

EYLF link – outcome 2, children are connected and contribute to their world; children are becoming increasingly responsible and showing respect for the natural environment and world. 

Children are developing an increasing awareness of the impacts of humans on the natural environment, through this we can discuss the cultural impacts this also causes. 

 

Identity theme – 

This artwork was created by first nations Yorta Yorta artist Holly McLennan. She was inspired to create the piece by her grandmother’s story of growing up and mistreatment as an first nations woman. The artwork comes with a background story about the piece when it is purchased. 

Relaxation time song, titled ‘journey across country and dream of all the animals’ 

The song was produced by the ABC network and is a Marringa Lullaby, Marringa means sleeping in Anindilyakwa language (ABC). 

This song can be aimed at the 2-3 age group in the early years learning setting, I have directed this song at this younger age group as it is soothing and could be used in the early years setting for this age children at rest and relaxation times. 

This song can be played as a soothing video to watch and engage with, or a stand-alone audio song to listen. 

 

The song also includes the lullaby in both English and first nations language. Introducing children to many native languages in the early years of life, with the goal to aid future generations awareness of the cultural importance around native languages and the identity it holds (Shay & Oliver 2021). 

The video that accompanies the song includes well known Native Australian animals and their family structures, that children may come across during their days.

 

This resource can be linked to the Early years learning framework, outcome 3 – children have a strong sense of wellbeing. Children are exploring and understanding their own needs for rest and relaxation. This outcome also explores children having a safe and calm feeling within themselves, all children are healthy happy and connected to the world around them. 

ATSIL standard – 2.4, developing an understanding and respect for aboriginal and Torres strait islander histories cultures and languages. This is explored through the use of first nations language in the second half of the song. 

 

Theme of Country – 

The video that accompanies this song is all about native Australian animals and their journeys into nigh time. The video is also exploring nocturnal animals, Australian landscapes and habitats, we can use this to spark conversation about native Australian animals in our country.