By embedding cultural learning in the early years educators can impart the wonder of Indigenous knowledge, and support Aboriginal children’s sense of identity and belonging, as well as promoting a culture of understanding and respect towards cultural diversity for all children.

Shay eta al (2021) notes that the big margin of indigenous culture perspectives in the classroom impacts on indigenous students beliefs that their culture knowledges and experiences are not as important as others. 

https://youtu.be/0xaSxQNYz6M 

My first digital resource I have chosen is an app. This app is age appropriate from age 8+.  The area this engages in is identity .The children played through different storylines in the app. Each storyline provided a hypothetical situation where social exclusion has occurred. Different environments where used such as the playground, the beach or the store. This app acted as an intervention to acknowledge prejudice and stereotypes at a young age in development. Helping children and teachers to understand incidences of racism and gain conflict resolution skills.

David (2019) notes that for more than two centuries, Indigenous people in Australia have been resisting attacks on their lives, land and culture. 

Aboriginal people continually have their working rights, land rights, and welfare rights undermined and attacked. Indigenous communities suffer from higher poverty and lower life expectancies than other Australians. They deal with routine racist violence and abuse.

The app works on the challenging task of reducing the frequencies of racism among children. And promote positive peer relationships among students creating stronger social skills. Also noting improved mental health among students.

As school is the predominant location for racism to occur among children, with most offenders being other students. Bringing awareness and understanding into the classroom through an app to engage children’s attention and curiosity seemed perfect. 

Carly (2020) notes Racism, attitudes and assumptions, are key concepts that need to be explored in developing cultural capability.

AITSL (2020) shows 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students.

Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/careers. 

                         *What constitutes racism and anti-racism strategies, policies, and legislation?

This app can be used at school with peers and educators, or at home with family and community.

Melissa (2023) says it is essential that all children see themselves reflected in the world around them and know they have a right to be in all places and spaces.

 

 

EYLF (2009) OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY

Children will: 

Openly express their feelings and ideas in their interactions with others.

Explore aspects of identity through role play.

Share aspects of their culture with the other children and educators.

Educators will:

Provide rich and diverse resources that reflect children’s social worlds.

 

Provide children with strategies to make informed choices about their behaviors.

 

https://www.wingaru.com.au/ 

​Digital tools are an important part of today’s classrooms. Wingaru is an interactive app to help children understand the traditional custodians. Teaching all children of the true Australian colonial past. Learning cultural traditions that have happened on this land. It includes aboriginal perspectives in all learning areas. They will engage in reconciliation, and respect for the world’s oldest living culture. 

 

 

 This app includes easy assessable perspectives of aboriginal and Torres Strait islanders for classroom resources. Appropriate for kindergarten 4 and prep school 5/6. 

Wingaru includes videos, printable worksheets and digital learning activities. Perso et al (2015) notes that all children have a preferred learning style. So the best way to engage a class is to use a range of different pedagogical strategies. The more engaging the pedagogy styles the more likely that learning will occur.

Wingaru kids is designed by an aboriginal origination its information and work is culturally appropriate through research and consultation. This digital resource will engage in the area reciprocity, as its main purpose is exchanging things with others for mutual benefit.

With over 130 lessons exploring important concepts that build a strong understanding of Aboriginal people, culture and issues. These inclusive experiences can help build the culturally inclusive society of the future. Whilst using a game based learning approach. It can be used either solo or in a group environment.

According to Vygotsky cited by Nolan (2015) Vygotsky’s theoretical perspective emphasises the significance role of language. Children are encouraged to work together and talk about what they are doing as a way to extend their understanding. 

AITSL (2020) Focus area 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.

·         Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander 

Some tools this app uses to support teachers are lesson plans that indicate ways to customise lessons for local perspectives and background information for the lessons. Its shows how to use different opportunities to connect with community. It has information on the importance of local perspectives, and some exposure to local languages. Included is also a digital dictionary.

 

 

EYLF (2009) OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS 

Children participate in a variety of rich and meaningful inquiry-based experiences. Whilst they transfer knowledge from one setting to another.

 

Talking to the students about Belonging and individuality, as they create their own hand dot paintings. Bringing into their paintings the colours they choose to represent their lives, family, animals and homes.   I will do this in the Kindergarten room ¾ age.

Lee Gane (2023) Talks about artwork as a culturally traditional way of telling stories and the dots as a technique used in the artwork. Encourage the children to share their story through the art of dot painting.

Guy (2023) says Australian Aboriginal Art translates, in part, an ongoing oral culture over 65,000 years old. We think that’s incredible. And beyond the beauty and depth of each artwork lies something equally important, the artist, their family, and their community. 

In using this art experience in the classroom I will be bringing in the acknowledgment of family and community. Rose (1996) acknowledges that Life is meaningful, and much human activity art, music, dance, philosophy, religion, ritual and daily activity is about celebrating and promoting life.

EYLF (2009) understands that experiencing belonging – knowing where and with whom you belong – is integral to human existence. Children belong first to a family, a cultural group, a neighborhood and a wider community.

John (2022) notes that Hand stencils are the earliest and most personal symbols that we see in Aboriginal rock art sites. They are a primal way of marking territory and their individuality is often emphasized by framing them within a circle.

The use of symbols is a different way to carve stories, teaching survival and use of the land. The hand painting is usually surrounded by animals such as barramundi, or turtles and these represent the animals which where hunted in that area. Symbols are used to preserve culture and tradition. Using your hands in the paintings as it represents belonging to a community. 

This engaging in the area of identity. Perso et al (2015) claims that linking the land and country ensures cultural integrity. Taking the learning and connecting it to the land can increase engagement.

 

 AITSL (2014) 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

Identify communication strategies to develop genuine inclusive educational partnerships with Aboriginal and Torres Strait Islander students, families and communities.

 Demonstrate ability to provide learning opportunities that are culturally appropriate and responsive to all students’ needs.

   Acknowledgment of country

Tom (2001) recognizes Aboriginal and Torres Strait Islander peoples have experienced a long history of exclusion from Australian history books, the Australian flag, and the Australian anthem and for many years, Australian democracy.

An Acknowledgement of Country is a way of showing respect to the Traditional Owners of the land. Playing a daily Acknowledgement of Country is important because it encourages children to engage with diversity and respect.

David (2019) acknowledges their economy was capable of sustaining small populations with an abundance of varied food, while leaving ample time in people’s lives for ceremonial and leisure activities. They traded extensively with each other, and trade benefited whole communities.

The Bunurong People occupied areas of south eastern Victoria for tens of thousands of years, their traditional lands stretched from what is now known as the Werribee River, Westernport Bay, Phillip Island, Wilson's Promontory and Port Phillip Bay. 

Shay et al (2021) acknowledges that involving families and the wider community of aboriginal and Torres Strait islander students into educational spaces matters. It sends a message to young people that they are seen, valued and appreciated. 

Victorian Aboriginal Heritage Council (2022) shared this map of the Bunurong Country. 

 

 

Acknowledgment of country is traditional custom that goes back thousands of years to show respect for other nations and tribal boundaries. A way to give you safe passage through country so that no harm would come to you. 

We are Learning and understanding the connection to Aboriginal and Torres Strait Islander families. Showing the children in kindergarten (4 years old) to show respect to the local people. This activity of learning the country of acknowledgment words, will engage in Country. Country tells us everything about who we are, it connects our mind body and soul to the land.

Munya (2017) says as we walk we are following in the footsteps of our ancestors. Learning and understanding that Country is not just the land, sea or sky, but the Country is family. 

 

AITSL (2014) standards 1.4 & 2.4 include the impact of government policies, programs and practices, both past and current, with emphasis placed on having an understanding and appreciation of contemporary Aboriginal and Torres Strait Islander Australian societies. 

EYLF (2009) 

Outcome 1    

Children develop knowledgeable and confident self-identities 

By sharing aspects of their culture with the other children and educators.

 

Outcome 2 

Children respond to diversity with respect

 Begin to show concern for others explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for choices and new understandings.