I have a beautiful experience in the Newport reserve lakes for the assessment one. Therefore, I invite some children to go for a walk, to share this beautiful place walk thought experience with the children in the workplace. The workplace is located in the Williamstown, which is on the Bunurong country. The Yalukit-William are associated with the coastal land at the head of Port Phillip Bay that extends from the Werribee river, across to Williamstown, Port Melbourne, St. Kilda, and Prahran.  The Yalukit- William which means ‘river camp’ or ‘river dwellers”. 

After inviting a small group of children, I explain the concept of a “place-thought walk,” where we observe and discuss the natural around us. As we walk through the yard, our eyes are greeted by a burst of colour bright golden- yellow blooms. I then invite the children to approach and closely observe these flowers by telling them the name of flower “wattles”. As we walk through the children encounter other wattles they say “char, look wattles”. I am so proud of them that they can recall the name of the flower.  As I notice the nest hanging on the tree, ask what it is for, the children proudly reply “birds”.

As we engage trough the surroundings, a child even shares point flower or Tanika. I am so impressed how she is so proud to share with me what she knows. After walking, this leads to a conversation about resilience and survival strategies in the face of changing conditions. As I like to share more details about wattles with the children, I search that on the internet. I then discover that wattles’ ability to grow in diverse settings contributes to the health and stability of the ecosystem which information I share with the children in the group time. The place thought walk about wattles flowers has not only kindled the children’s fascination with the intricate wonders of nature but also built their understanding of ecosystem. I believe, this experience encourages children to continue exploring and appreciating the beauty of nature in their daily lives. As the space likely features diverse flora and birds, perfect for the children to engage in nature exploration. Children can do mini adventures to spot different plants, insects, birds, learning about their habitats and characteristics along the way. The children can pretend the space is a magical forest, or an enchanted garden, fostering creativity and role-playing. Also, the natural materials are available to create art and crafts. Children can make leaf rubbings, create nature collages, do as they wish using sticks, leaves, and flowers. We encourage children to listen closely to the sounds of nature- rustling leaves and chirping birds. I also take the children to the worm farm as we have one to understand the ecosystem and the importance of insect (worm) for the solid to grow the vegies and tree that we eat and use. The children who interact with nature can learn about the environment and how it relates to indigenous cultures. We help the children learn to appreciate the natural world and understand the importance of preserving it. Children can also learn about various plants and animals important to indigenous cultures and cultures and how they are used in everyday life. From this, the children can develop empathy and understanding for aboriginal people and their way of life by learning to respect the land and its traditional owners. ‘’ The professional experience, Engaging with Place, has been devised as a way to make strong connections to Aboriginal worldviews in early childhood education’’ (Hamm&Boucher, 2017). I believe, by embracing these play possibilities, the space becomes   dynamic and interactive learning environment that nurtures, children’s sense of wonder, fosters their connection with nature. 

Through the place thought walk, I have learnt about the history of the land as well as the indigenous people who have lived here for thousands of years. I have also learnt about how the land has changed over time because of colonisation and urbanisation. This experience has given me a greater understanding for importance of preserving indigenous peoples’ land and culture. I have developed empathy and respect for the experiences and perspectives of others. To foster an intimate relationship with place, we need to know the stories and histories that are linked to that place, just as we do in our intimate relationships with people (Pelo,2009).”  

As an educator, I will incorporate experiences and activities that celebrate and respect the Wurundjeri people’s culture and traditions to embed indigenous concepts in the centre and into my practices such as incorporating indigenous artwork and artefacts into the classroom settings, storytelling, music, dance. For the educators ourselves get knowledge about the cultures and indigenous and organisations. “Knowing and understanding the land with Aboriginal cosmologies requires seeing much deeper than the surface (Hamm,2015)”.  

 

 

References

Hamm, C., & Boucher, K. (2017). Engaging with Place: Foregrounding Aboriginal Perspectives in Early Childhood Education.ISBN: 9781315165042.

 

Pelo,A.(2009).A pedagogy for ecology; rethinking schools.

 

Hamm, C., & Boucher, K. (2017). Engaging with Place: Foregrounding Aboriginal Perspectives in Early Childhood Education.