Background Information

Content information:

The activities in this unit will help you to explore key aspects of Aboriginal and Torres Strait Islander histories and cultures. Exploring Aboriginal and Torres Strait Islander perspectives with your children will benefit both First Nations and non-Indigenous children.

For any Aboriginal and Torres Strait Islander children in your centre, exploring their culture plays a key role in their development, identity and self-esteem, and contributes to the overall well-being of the child.

For non-Indigenous children, embedding Aboriginal and Torres Strait Islander perspectives in their early education experiences is fundamental in creating inclusive and accepting attitudes, and positive race relations. These perspectives are also about celebrating different cultures and the uniqueness of individuals. It is enriching for children to experience the different perspectives and diverse human experiences other cultures can bring to the melting pot.

For more information about why you should aim to embed Aboriginal and Torres Strait Islander perspectives at your centre - including terms of reference and cultural protocols - visit Caring for Country – Learning for Educators.
To access more activities to support you in exploring and embedding Aboriginal and Torres Strait Islander cultures and histories in your centre and activities, click here.

Part A: Discussion

Step 1.

Take your children outside and invite them to sit in an open space.

Share the following scenario with children:

Imagine you are visiting your friends’ house. You are invited inside and you say hello to your friend. Your friend invites you to their living room to play with some toys. When you get there you see that a giant toy town has been built; there are houses and roads and cars and animals and shops. It sure looks like your friend spent a lot of time creating this town!

You would really like to play with the town:

I wonder if you can think of anything you could do before you start playing with the town?
I wonder if we should ask our friends if we can play with their toys? Why might this be important? (e.g it is respectful)
I wonder how we might feel if they say ‘no’? (e.g. we might be upset but it is their toy so we have to respect their answer and feelings)
I wonder how we should treat their toys? (e.g. we should treat them carefully - this shows our friends that we respect them and their toys)

Invite children to suggest their answers.

The aim is to lead children to the idea of respecting the toys and work of their friend and to ask if they can share in the game.

Step 2.

Now explain to children that the place they are sitting is land that the Aboriginal and Torres Strait Islander peoples in your area have been looking after and living on for many thousands of years. Explain that you don’t mean that they built the centre or created the yard to look the way it does, but rather that they and their ancestors have lived on this land for nearly as long as we can really imagine; they looked after and cared for the land, the animals, the plants, the waterways and the stars that are all part of this part of this place. Share the name of the Mob whose Country you are on (e.g. the Badtjala, Noongar, or Larrakia peoples).

When we play on and use this land we should do so respectfully. One way we can do this is by taking the time each day to practice an Acknowledgement of Country.

If you don’t already have one prepared, you can find out how to prepare one in this Micro Professional Learning Course. A part of this process is to think about and decide how you will share your Acknowledgement of Country and implement it into your daily routine - the aim here is to ensure that this sharing is continually done with good intent, and is not something to tick off a list. Building in reflective practice around this sharing can help in this process and can provide an opportunity for all children and educators to really connect with what is included in your Acknowledgement of Country. You could do this by regularly changing the words of your Acknowledgement, featuring references to events at your centre or in your community, or by referring to things your children have shared or noticed about the world around them.

Part B: Activity

Step 1.

You can now share your Acknowledgement of Country with children.

Step 2.

Once complete, invite children to ask questions and share their reflections:

I wonder how this Acknowledgement of Country makes us feel?
I wonder if I have heard an Acknowledgement of Country before?
I wonder what questions I have about our Acknowledgement of Country?

Consider keeping a note of any questions to research answers to later.

Part C: Possible Lines of Development

Children may have their own ideas about how to extend this activity or you could consider the following:

Create some artworks to show features of the Country you are on, for example, your local beach, parks, mountains or waterways
Take a walk around your area with children and talk about the features of nature that you see, such as plants, waterways, and animal
Explore other Caring for Country Introductory Lessons.

Evaluation

Complete an analysis of learning, listing evidence about:

Belonging	Finding something of interest
Communication	Expressing an idea or feeling
Exploration	Engaging with challenge and persisting when difficulty arises
Wellbeing	Being involved

Caring for Country: Acknowledgement of Country for Kids

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Activity Details

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