This leaf is Boonarong country… 

This stick is Boonarong country… 

This rock is Boonarong country..

This feather is Boonarong country..

This water is Booarong country…

Bonarong/ Bunarong Country..

https://www.youtube.com/shorts/SdZqWMUqPDo

Song..

Boonarong, bunarong, boonarong, bunarong 

Wominjeka, Wominjeka, Wominjeka, Wominjeka 

Bunjil, Bunjil, Bunjil, Bunjil

Waa, waa, waa, waa

Boonarong/bunarong 

Boonarong/bunarong 

https://www.youtube.com/shorts/Jljd6jsNfcQ

https://www.youtube.com/shorts/Z8lYgUz2L28

In the distance I could hear and see the native birds chirping to communicate. I could hear the use of different dynamic tones such as loud and soft in my surroundings. I could hear the bushes and trees in the wind and see them sway. Hearing the barney creek waterways splash onto the edge of the creek bed. I could visualise myself as a child throwing rocks into the creek seeing how big of a splash each rock made, or the way that I threw the rock showed it skimmer across the water. Making a connection to the land, creek and waterways made my mind wonder how the first nations people used the creek. The first nations people in the past used the water from rivers and creeks for drinking, fishing, and washing. The waterways were also used as a barrier to separate the mobs. As well as using the water, spending family time on rivers, creeks and billabongs was central to sharing knowledge, songs, stories and a yarn within the Aboriginal cultural. Within Oliver’s Creek Bushland Reserve, the aboriginal culture used message sticks. This was a great way to communicate between different clans and language groups to send messages. They were often used to invite groups to gather, set-fights, and games. For my teaching practice I will embed that the children will communicate and learn through stories, songs and music on country. Giving an understanding and connection to the land. Using songs even to support transitions and gather for example, one, two, three come to the tree. 

As I critically reflect upon this experience, I have considered both the effect of movement and stillness. In the article, ‘Creative Dance Play for Early Childhood’ draws upon the understanding that stillness gives children an impulse to move. ”Even though dance is about movement it is still important to be still” (Creative Dance for Early Childhood, 2020). However, personally I can see the importance and benefits of mindfulness and stillness as well as moving. This could be implemented by playing games such as musical statues or hide and seek. As a connection to my further teaching practice, I would implement more mindful yoga experiences. This offers opportunity and symbolises both movement and stillness. A sound bowl for mindfulness could be explored for children to self-regulate their emotions. The children could explore animal or nature poses such as tree pose, or bird pose in the outdoor environment. This makes a strong connection to place. 

In the article, ‘Let’s Play Outside: The Importance of Pretend Play in Natural Settings’ suggests that “the sounds of children at work and play are collaboration, creativity, imagination, inventiveness, problem-solving, coordination, physical strength. When children are given the space and time to freely play outdoors, truly the whole child is able to grow” Wallin, 2018). This is recognised by giving children time, space and the materials to communicate their curiosity and development is shown through body movements and expressing behaviour. 

As I walked further, I discovered a magical hut, where I felt sense of belonging and dramatic play. This space reflects childhood memories, capturing imagination, creativity, and role-playing characters through storytelling. Each story changed based on feeling, mood and  characters. In my teaching practice, I would implement dramatic play outdoors, so that children are able to explore and manipulate natural materials creatively. For example, using a stick as a wand, or a rock as treasure. Upon reflection I can see the importance of having dramatic play outdoors and not just in the centre space. Children can also understand working alongside others to choose characters and roles when storytelling. Drama and Yoga activities allows children to be more active and engaged learners. This stimulates children’s confidence in self-expression, creativity, and movement (Department of education, 2022).

Creative Dance for Early Childhood |. (2020, June 7). Dance Teaching Ideas. https://danceteachingideas.com/creative-dance-movement-for-toddlers

Department of Education. (2022). Belonging, being and becoming: The early years learning framework for Australia V2.0. Australia Children’s Education & Care Quality Authority. https://acecqa.gov.au/sites/defaults/files/2023-01/EYLF-2022-V2.0.pdf

 

Ungunmerr, M.R. (2017). To be listened to in her teaching: Dadirri: Inner Deep Listening and Quiet Still Awareness. EarthSong Journal: Perspectives in Ecology, Spirituality and Education, 3(4), 14–15. https://doi.org/10.3316/informit.732386012034745

Wallin, M. L. (2018). Let’s Play Outside: The Importance of Pretend Play in Natural Settings. Exchange (19460406), 243, 92–94.