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.

Before beginning this activity, it is strongly recommended that you complete the Tuning In Introductory Lessons. These activities will guide you to find out more about the Traditional Owners of your area. Having this information will support you in authentically embedding Aboriginal and Torres Strait Islander perspectives in your room and centre as well as guiding you to build genuine relationships with the Traditional Owners of your area.

Part A: Discussion

Step 1.

Take children outside to a water play table, or provide some small buckets of water for them to dip their hands into.

Encourage children to play with the water as you engage them in a discussion around the following questions:

I wonder what water looks like?
I wonder what water feels like?
I wonder what it sounds like?
I wonder where we can find water in nature? For example, the sea, lakes, rivers, creeks, dams, puddles, rain, dew.
I wonder where we can find water in our centre?

Why use ‘I wonder..’ questions? Find out here.

Step 2.

As children play, you could also talk about how we all need water to survive, no matter who we are and where we live. Whether we are living in the city, county, beach or desert, we need water. We need it for drinking, cooking, washing and for making things. We also need it for playing!

All our towns and cities are built in places where there is access to fresh water. When travelling away from cities and towns, it’s important to be able to find water so we don’t go thirsty. Some people - including some Aboriginal and Torres Strait Islander peoples - can look at a landscape that appears dry and identify the spots where there is water based on the plants that are growing or the animals that are there. This is an incredible skill to have, especially when you’re living somewhere like a desert where it rarely rains. In some Aboriginal and Torres Strait Islander cultures, the knowledge of how to find water and of where water sources are can be passed are shared through the generations. One way to share this knowledge is by sharing stories, including Creation stories.

Part B: Activity

Step 1.

Now explain to children you will be watching a Creation story about Tiddalick the frog (if you have access to the book you could read it instead). Explain to children that the story of Tiddalick is found in many parts of Australia, but the version shared in this clip belongs to the Gunnai Kurnai people of Gippsland (share your map with children to show where this is).

Tiddalik (youtu.be/bs-qUWomHtM)

Step 2.

Once you have viewed the story, you could talk about what you noticed in the story. You could also invite children to participate in a role-play around the story, allowing children to take turns at being Tiddalick as well as the animals who are trying to make him laugh. Find out more about the value of child-led play here.

Part C: Possible Lines of Development

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

Return to your water play area and add some toy native animals to the play area. You could even create a miniature landscape out of natural materials with a pond and trees for the animals to live in.
Look up the ‘water holding frog’ to find out about the frog that lives in the desert and holds onto water! See here.
Explore other Caring for Country Themed Activities.

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: Water Connections

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Summary

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Activity Details

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In this activity