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.

It is strongly recommended that you complete these Tuning In Introductory Lessons before sharing any of the Themed Activities with children. The Tuning In Introductory Lessons 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

Preparation:

You will need to source a range of photos of features and places in your local area, such as the shops, park, beach, your centre - ensure you have at least one image of a natural feature at your centre (e.g. the big tree in the backyard of your centre, or a garden, or a grassy area, or a collection of rocks or logs)

Step 1.

Share the pictures of your local area that you collected with children. Prompt children to discuss the pictures using the following questions:

I wonder what you can see in this picture?
I wonder if you know what this is a picture of? Where was it taken?
I wonder if you have been to this place?
I wonder how you feel about what you see in this picture?

Step 2.

Now select one picture that includes natural features at your centre. Explain to your children that you all have a connection to that place and that feature. List the ways that your children might be connected, such as:

you rest under its shade
you play on its grass
you climb on its rocks or logs
you have adventures between its plants
you collect its fallen leaves or seed pods
you make art with its petals
you listen to the birds that nest in its branches
you watch the ants that climb its rocks.

Then pose:

I wonder how else you might be connected to this place/feature?

Part B: Activity

Step 1.

Now explain to children that when we are connected to something we want to look after it because it is important to us. When Aboriginal and Torres Strait Islander peoples talk about caring for Country, they are talking about caring for the land, waterways, plants, animals and people that live on the place they are connected to.

Explain to children that there are lots of ways we can care for a place that is important to us. Invite children to suggest some ideas, such as:

picking up litter and rubbish
watering plants
planting new plants
not harming any of the animals that live there
leaving water out for animals and birds
spending time quietly in that place and learning all we can about it.

Step 2.

Work with children to think about what actions you could take at your centre. Consider sharing this work with families by creating a poster or display titled: “Caring for our place”.

Part C: Possible Lines of Development

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

Put some of the ideas you have thought up into action at your centre! For example, you could have water monitors whose job it is to check that there is enough water for birds each day, and others who have to keep an eye out for litter.
You could create a series of signs/symbols to add to places where children regularly visit to remind them how to care for the plants and animals in your yard. For example, could you make an 'ant crossing' sign for the place on the path where the ants often cross? Or could you make a sign reminding children not to pick the flowers but to leave them for the butterflies?
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

Introductory Lesson: Caring For Your Country

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