Reflecting on this experience, I believe, we must connect with nature, allowing children to express their ideas freely, and respect their interests. We must tune in and slow down, (Slow Pedagogy) let children create and lead their own play, allowing for uninterrupted play and embedding more nature-based play such as bush, nature walks, playing on country, scavenger hunt and whatever games or play they imagined. Let them climb trees. Teach them the difference between tree trunk, branch, sticks and twigs.

As an educator, we must teach children deep listening, deep breathing and listening to the sound of nature and being aware. Deep listening or “Dadirri” by Dr. Mirriam Rose Ungunmerr will be one of my strategies that will enhance my future early childhood teaching practice by valuing and hearing children’s voices, deeply listening to their ideas, expressions and perspectives. By truly listening to children, I will be able to foster and build a respectful and trusting relationship with children, developing understanding of their behaviour. By taking children outdoors, letting them wander and explore freely, children relate to and contribute to their world. (EYLF Learning Outcome 2).

The 100 languages, the stories nature is telling us, these can be determined by children's reflections. Possum Skin Pedagogy is one way to incorporate in our practice. Another one is through singing cultural songs e.g. Inanay and Taba Naba. The pedagogy provides practical guidance for us early childhood educators on embedding Aboriginal perspectives, building relationships with local communities, respecting cultural property rights, and using culturally appropriate resources. We should promote an inclusive approach to education that celebrates diversity, supports reconciliation, and fosters pride and a strong sense of identity for indigenous children. We should integrate in our practice and collaborate with elders in our teaching and learning process by using holistic and culturally responsive approach that embed Aboriginal perspectives.

Also, I would incorporate Play-based sciences which emphasize the significance of local environments in fostering community connections and enhancing children’s learning experiences. This approach integrates children’s backgrounds and local knowledge, enabling them to understand their identities and the world around them. The concept of connecting education with nature offers a valuable framework for early childhood learning fostering community engagement and environmental connection that broader perspectives acknowledging the importance of learning from diverse cultures and context that can enrich deeper integration of Indigenous education. Example, Music can help us feel culturally safe and included. We can connect through the sharing of songs from each other’s cultures and developing a sense of cultural identity. Through music we can support the development of a child’s identity and self-esteem, as well as their feeling of belonging to a community. In my class, I would take my children outdoors, explore the surrounding environment and teach children songs like “The Waves of the Ocean” in the tune of “The Wheels on the Bus”.

Bathing in shallow waters.

Inspired by my on country visit, I watched seagulls bathing and dancing in shallow waters. (See artefact 1) The music I used is "Tinikling", a Filipino national music dance that mimics the movement of the tikling bird, a local bird, as it walks and jumps to avoid traps set by farmers in rice fields.

I could see the sunrise brightening the place. I was tuning in to nature. It makes me think how this land connects with nature, the ocean, and with all living things interconnected and intertwined layer with each other. I see the waves, I could hear its gentle lapping movement plunged on the shore creating seagulls sway their bodies, moving and floating. Tranquil waves break over sand and rocks. Suddenly, a flock of birds flying above making loud sound going west. I could smell the sea and feel the cold sand. It awakened my senses. I could taste a bit of saltiness splashed on my lips. I was basking in the beautiful sunrise. Suddenly, my interoception intervenes, my stomach growls.

I bent down, picked up the shell, stood upright balancing my body. My vestibular still working fine. I looked at the shell, feel its texture, it has pattern and a bit of sand. I looked up, I smiled, what a wonderful place! I extend my arms up to the sky and with grateful heart thanked the Almighty Creator for this moment, for this wonderful nature. I started to hum like a hummingbird. I joined in the chorus and move my body slowly, gently dancing to the sound of the birds, the sound of the waves and sound of the wind and rustling leaves. I was dancing in the sunshine. I was like a child, free and swirling, swaying my hands running around and dancing. Free as a bird! My stress gone. I moved on, walking towards the concrete path. I feel like my feet were wet. Oh well, it must be the dew on the grass, or the sand must have soaked from last night’s high tide.

Wilson, R. A (1997, March). A sense of place, Early Childhood Educ, (24, 191-194).

https://doi.org/10.1007/BF2353278

Wilson, R. (2007). Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments [Review of Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments].