This resource fosters early understanding about the significance of Country to Indigenous Australians.  It was produced in 2020 by the Australian Broadcasting Corporation and developed in consultation with Reconciliation Australia, SNAICC, ANTaR and AIATSIS, it features regular presenters Hunter and Rachel, along with guest Emma Donovan who is an acclaimed Indigenous Australian singer.  These elements ensure the information being shared is an authentic representation of contemporary Indigenous culture and ways of knowing and being, this supports the practice principle ‘Respect for Diversity’ of the Early Years Learning Framework (EYLF, 2009).

Country is explained by Rose as multi-dimensional and consisting of “people, animals, plants, Dreamings, underground, earth, soils, minerals, waters and air” (1996, p. 8), Ngunnawal Elder Jude Barlow elaborates further saying County contains ideas about “law, place, custom, language, spiritual belief, cultural practice, material sustenance family and identity” (AIATSIS, 2022).  These highlight that Country is a complex and multifaceted topic in Indigenous culture, this resource approaches the topic in an age appropriate manner using language and activities that young children can understand and relate to, for example; the explanation of what an acknowledgement of Country is followed by an interactive example, this fosters an early awareness and understanding of Indigenous Australian culture in young children and links to AITSIL standard 2.4 (2011).  

The topic is explored deeper through a pretend play activity where the soft toys go on a bush walk and talk about how they care for Country and why it is important, along with the use of a language map of Indigenous Australia which provides visual representation of the vast number of languages and they Country they come from.  These are effective methods of engaging young children and offer great opportunities to extend the learning beyond the digital resource by replicating within the classroom.  

Also of significance in this resource is a segment they call ‘through the windows’, here they show a clip of two young children preparing for ceremony with their nana, they are using language from Country and providing translations, they mention their personal totems and talk about what Country means to them and their culture, this is supported further 

This presents important aspects of the topic in a format that young children can relate to, they will observe and notice the similarities and differences between themselves and the children on the screen, learning to embrace diversity with respect and supporting their development towards learning outcome two (EYLF, 2009).  

The Dreaming refers to the creation period when “ancestral beings created all the plants, animals and humans, establishing societies and entrusting them with the Law - the rules for living, languages, customs and ceremonies”, the Dreamings have been passed on between generations for thousands of years through stories, ceremony, songs and dances (Pascoe & Horton, 2018, p. 12).  Aboriginal kinship is an integral part of the Dreaming, and each person’s position within the kinship system dictates their obligations to other people and Country (Nicholls, 2016), reciprocity is a fundamental component of the kinship system, Couzens states “Our stories are our Law, they are important learning and teaching for our People” (2015, p. 4 ).  

The array of stories shared though this resource are delivered in an age appropriate method, the visuals will be appealing to this age group and support their engagement with the content.  In particular, the digital multi touch books offer the most appeal, there are video clips of Indigenous people sharing their thoughts and perspectives of the story, along with options to have the story read aloud in both English and Aboriginal or Torres Strait Islander languages, providing an authentic experience for the audience, this supports children working toward learning outcome one as children learn to interact with others with care, empathy and respect (EYLF, 2009).

This episode has an initial focus on language, with Nanna explaining how there are over 100 different languages spoken around Australia before going to school to teach the children the names of different animals in Noongar language, such as ‘yongka’ for kangaroo.  Morcom (2017) states that “Aboriginal languages allow for a link to the land, cultural values and ceremonies, and to Aboriginal ways of knowing, understanding, doing and honouring” (p. 365), highlighting the critical link between language and identity for Aboriginal people.  This links to standard 1.4 of the AITSIL (standards as it provides an effective strategy to connect with Aboriginal and Torres Strait Islander children within the class, while also supporting practice principle ‘Respect for Diversity’ (EYLF, 2009). 

The episode also sees the characters of Little J, Big Cuz, and Nanna take teacher Ms Chen camping on Country to see native animals up close, they use Aboriginal symbols to track kangaroo and emu, and demonstrate making damper and cooking on a campfire, by engaging with this resource, young children will observe Aboriginal ways of knowing and being in an age appropriate manner and format.  Norris (2010) suggests that providing opportunities for young children to observe Indigenous families interacting with each other and non-Indigenous people can support their early understanding on how to engage with cultures other than their own.  This emerging awareness supports children’s development towards learning outcome two, children are connected and contribute to their world (EYLF, 2009). 

Shay & Oliver (2021) state that language is fundamental in sustaining culture, positive cultural identity, and heavily contributes to positive wellbeing, highlighting how fundamental language is to Aboriginal and Torres Strait Islander peoples sense of identity, supported with “Language is more than just a means to communicate, it is what makes us unique and plays a central role in our sense of identity” (AIATSIS, 2022).  

The song is age appropriate and shows both Indigenous and non-Indigenous children singing which will create appeal to the audience and encourage their engagement to listen and learn a some basic words in the local Indigenous language, this fosters awareness and appreciation of Indigenous culture and is supported by Kerry Boyenga, an Indigenous school teacher in NSW, who states “When you teach Aboriginal language, you’re not just teaching words, you’re teaching culture as well which is a valuable lesson for kids” (First Languages Australia, 2015).  Therefore, this resource supports children’s development towards learning outcome two, children are connected with and contribute to their world (EYLF, 2009).  Further, this resource encourages engagement with local Indigenous groups to seek translation of the words, providing opportunities to broaden educator knowledge and develop further strategies for embedding Indigenous culture within the curriculum, this links to standard 2.4 of the AITSIL standards (2011).

Australian Institute of Aboriginal and Torres Strait Islander Studies. (2022). Welcome to Country. AIATSIS. [Online]. https://aiatsis.gov.au/explore/welcome-country 

Australian Institute of Aboriginal and Torres Strait Islander Studies. (2022). Living Languages. AIATSIS. [Online]. https://aiatsis.gov.au/explore/living-languages 

Couzens, V. (2014). Nyernila Listen Continuously: Aboriginal Creation Stories of Victoria. Creative Victoria. [Online]. https://webarchive.nla.gov.au/awa/20170306233933/http://pandora.nla.gov.au/pan/129728/20210413-0000/cv.vic.gov.au/media/3046/nyernila-listen-continously-2015.pdf

Department of Education and Training. (2009). Belonging, Being & Becoming: The Early Years Learning Framework for Australia. EYLF. [Online]. https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf 

First Languages Australia. (n.d). Marrin Gamu: Many languages, one song. [Online]. https://www.firstlanguages.org.au/marrin-gamu#:~:text=The%20words%20'Marrin'%20and%20',.marringamu.com.au. 

First Languages Australia. (2015). Reclaiming the Dhurga language. [Online]. https://medium.com/mother-tongue-sharing-australias-first-languages/reclaiming-the-dhurga-language-43ad60e6c00e

Morcom, L. (2017). Self-esteem and Cultural Identity in Aboriginal Language Immersion Kindergartners. Journal of Language, Identity & Education, Volume 16(6), 365-380. [Online]. https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=65615409-c182-4739-9cdf-629cc7040b23%40redis 

Nicholls, C. (2016). Land, kinship and ownership of ‘Dreamings’. The Conversation: Academic rigour, journalistic flair. [Online]. https://theconversation.com/friday-essay-land-kinship-and-ownership-of-dreamings-39637 

Ned Lander Media Pty. (2023). About the show. [Online]. https://www.littlejandbigcuz.com.au/about 

Pascoe, B., & Horton, D. (2018). The Little Red Yellow Black Book: An Introduction to Indigenous Australia. Aboriginal Studies Press. [Online]. https://eds.s.ebscohost.com/eds/ebookviewer/ebook/bmxlYmtfXzIyNjczNDBfX0FO0?sid=1b1e4437-9f60-44ac-8988-c8da0e723af6%40redis&vid=2&format=EB&rid=1 

Rose, D. (1996). Nourishing Terrains: Australian Aboriginal Views of Landscape and Wilderness. Australian Heritage Commission. [Online]. https://www.ceosand.catholic.edu.au/catholicidentity/index.php/sustainability/sustainability-and-aboriginal-education/91-nourishing-terrains/file 

Shay, M., & Oliver, R. (2021). Indigenous education in Australia: Learning and teaching for deadly futures. Taylor and Francis Group.

Stradling, J., & Hall, B. (Executive Producers). (2021). Play School: Walking Together [TV Series]. Australian Broadcasting Corporation. [Online]. https://iview.abc.net.au/show/play-school-walking-together