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

Step 1.

Begin by inviting children to sit in a circle. Explain that you are going to have a chat about who we all are. Pose the following questions and invite children to share their ideas:

I wonder if we are all the same?
I wonder if we are different in any way?

Explain to children that in lots of ways we are different, but we also share a lot of similarities, even if they’re not immediately obvious.

Part B: Activity

Step 1.

Explain to students that they’re going to do a little activity to see if they can find some of the ways that we are different and some of the ways that we are the same:

Begin by placing these images on the floor and inviting children to look through the images to find someone who shares the same skin tone as they do.
You could then move on to hair colour - I wonder if you can find someone in these images with the same hair colour as you? I wonder if you can find someone in the room with the same hair colour as you?
Now focus on eye colour - I wonder if you can find someone in the room with the same eye colour as you?
Then you can focus on likes and dislikes, for example:
- I wonder who likes spicy food?
- I wonder who doesn’t like ice cream?
- I wonder who doesn’t like thunderstorms?
- I wonder who is interested in animals?
- I wonder who doesn’t like bath time?

Through this process, try to reinforce the idea that we all have things that make us different as well as things that make us the same, especially when compared to other things like beetles, flowers and apples. Some of these things we can see and some of these things are inside us, in our thoughts and feelings, and we need to get to know each other to find out these things about each other.

Step 2.

You could now invite children to create an artwork or make a playdough figure of themselves. This could show something about how they look as well as something they do or don’t like.

Provide children with a range of playdough or paint colours that include different skin tones (such as black, brown or apricot) as well as colours that might match hair or eye colour.

Step 3.

Once children are finished you could display your artworks or figures where visitors to your room (including families and other children) can view these creations. Place these under the heading ‘Who We Are’.

Part C: Possible lines of development

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

Read a story that features a diverse set of characters (see some suggested books here or here)
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: Who We Are

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