Through the units in week 1, I learned the tradition owners who are custodians of the land from thousands years ago and came to better understand the deep and continuous connection that the First Nation people have with the land, called ‘’country’’ (Hamm & Boucher, 2017). Where I live now is the traditional land of the Wurundjeri Woi Wurrung and the Bunurong people of Kulin Nation. I recognize that country is not just physical space, it is rational, conscious and alive (Hamm & Boucher, 2017). This perspective challenges me to rethink my own relationship with land which I must respect and learn from.

With this knowledge comes responsibility, truth-telling means acknowledging the full story of colonial narrative, and supporting the Aboriginal movements, and educating others to know the First Nation people. I know that reconciliation requires the action, and I can begin with small but meaningful steps, including paying respect to Elders part and present, attending local events led by the Firsts Nation people, embedding acknowledgment of country into daily practice.

I cannot change the past, but I can choose to be accountable in the present. Living in the stolen land demands more than awareness, also action grounded in respect and commitment.

One of the theoretical frameworks which influence my understanding of play is The Early Years Learning Framework (EYLF). In the EYLF, play is defined as “a range of characteristics including freely chosen, self-directed, pleasurable, meaningful, symbolic and intrinsically motivating” (Department of Education, 2022). It emphasizes play as a foundational context for learning where the agency, creativity and relationships are promoted. From that point on, my understanding has been reframed as I previously thought play and learning as separate. This aligns with my emerging view that play is form of active participation in life, where I can develop ideas, thinking, and sense of self, construct knowledge, and build relationships.

In addition, Peter Gray has further developed my understanding of play through his article. He defined play as intrinsically motivated, self-chosen, and free from external rules or judgment (Gray, 2008). This perspective has inspired but also unsettled me as Peter Gray highlighted autonomy which naturally inhabits when playing. This perspective has also reflected me that I can create a play and a space where development, exploration, curiosity should be build free from evaluation.

These ideas have shaped how I observe and learn from play, including the concept of agency, meaningful expression of learning, identity formation, and autonomy. I have also found new awareness in everyday moments such as imagination,  emotions, exploration and relationships. In my journal entries, I would use the lens to explore play as dynamic and meaningful process.

Department of Education. (2022). Belonging, being & becoming: The early years learning framework for Australia V2.0. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

ECE6010. (2025). Definition of Technology. ECE6010 Place, Play and the Language of Science. Victoria University. https://vucollaborate.vu.edu.au/content/enforced/1783232-SAND-e9401985-1/Definition%20of%20Technology%20(ECE6010).pptx?isCourseFile=true&ou=2189826

Gray, P. (2008, November 19). The value of play I: The Definition of Play Gives Insight. Psychology Today. https://www.psychologytoday.com/au/blog/freedom-learn/200811/the-value-play-i-the-definition-play-gives-insights

Hamm, C., & Boucher, K. (2017). Engaging with place: foregrounding Aboriginal perspectives in early childhood education. N. Yelland & D. Frantz Bently (Eds), Found in translation: Connecting reconceptualist thinking with early childhood education practices (1^st ed., pp. 58-75). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315165042-5/engaging-place-catherine-hamm-kelly-boucher?context=ubx&refId=8cb44e7a-9e98-418c-96b7-fa38ec83f8d3 

Holdom, J. (2018). Science, technology, engineering and mathematics learning through the lens of Te whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum.  He Kupu (The World), 5(3), 1-11. https://www.hekupu.ac.nz/article/science-technology-engineering-and-mathematics-learning-through-lens-te-whariki-he-whariki

Kwaymuliia, A. (2020). Stolen land. Living on stolen land (pp. 3-6). Magabala Books.