Journal Week 9 909 | Early Childhood Educ

Journal and Reflection: Week 9

(08April– 12April 2024)

Making Aboriginal Symbol with Pebbles

Link to:

National Quality Standards Q1 Educational Program and Practice
Australian Teaching Standards 2.1 Content and teaching strategies of the teaching area
Australian Teaching Standards 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.
EYLF Principles. Aboriginal and Torres Strait Islander perspectives
EYLF Practices. Cultural responsiveness
EYLF Learning Outcome 2. Children are connected with and contribute to their world
Play pedagogy: Purposefully framed play, Modelled play
Teaching Strategies: Sustained shared thinking, co-constructing, facilitating

This week, children participated in a significant project focusing on crafting Aboriginal symbols with pebbles. As an educator, I was inspired by their passion and interest as they learned about Australia's First Nations' rich cultural legacy.

The children began their activity by selecting black and white pebbles to illustrate the canvas on that they believed would depict traditional Aboriginal symbols. The children set out on a creative and cultural exploration voyage, guided by flashcards depicting numerous First Nation symbols.

One of the most satisfying aspects of this activity was witnessing the children's meticulous focus on detail and dedication to precisely recreating the symbols they observed. Children participated in talks about the meaning of each symbol, building a better knowledge of Aboriginal culture and craftsmanship. As children methodically placed the pebbles to form beautiful patterns and symbols, they refined their fine motor skills while also developing an awareness for the diversity of Indigenous traditions in Australia.

Throughout the session, I actively structured play and demonstrated play approaches, acting as a facilitator for the children's learning. By developing learning with the children and promoting their autonomy, I hoped to instill a sense of personal responsibility and empowerment in their educational experiences.

Exploring Indigenous Culture using the Aboriginal Flag

Link to:

National Quality Standards Q1 Educational Program and Practice
Australian Teaching Standards 2.1 Content and teaching strategies of the teaching area
Australian Teaching Standards 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.
EYLF Principles. Aboriginal and Torres Strait Islander perspectives
EYLF Practices. Cultural responsiveness
EYLF Learning Outcome 2. Children are connected with and contribute to their world
Play pedagogy: Purposefully framed play, Modelled play
Teaching Strategies: Sustained shared thinking, co-constructing, facilitating

This week, we resumed our investigation of Indigenous culture, concentrated on the Aboriginal Flag. We investigated the symbolism of the flag's colours and held talks regarding native dot painting, promoting a better awareness of Aboriginal perspectives and heritage.

The session established when children eagerly offering to help paint the Aboriginal Flag. As educators, we led talks about the significance of each colour in the flag, making parallels to larger issues of Aboriginal identity and relationship to the land. The flag's black colour was explained to represent the Aborigines, serving as a powerful symbol of their presence and persistence throughout history. Moving on to yellow, we looked at how it relates to the sun, which is defined as the perpetual renewer of life in Aboriginal culture. The discussion not just revealed knowledge about Indigenous cosmology, but it also highlighted the interconnection of nature and humanity.

Finally, we looked at the symbolic value of the colour red, which represents the soil and peoples' bond to the land. Children engaged in meaningful talks about Aboriginal cultures' strong spiritual and cultural link to the land they occupy through persistent shared thinking and sharing of knowledge.

We used components of play paedagogy, such as thoughtfully framed and structured play, to allow the children to express themselves artistically through dot painting, an indigenous Aboriginal art technique. By providing this hands-on experience, we fostered cultural awareness and recognised Australia's First Nations peoples' rich artistic legacy.

As educators, our role as facilitators was critical in assisting the children through their investigation of Indigenous culture. By creating a secure and supportive learning atmosphere, we enabled the children to bring up questions, share their ideas, and acquire a better understanding of our society's cultural variety.

Dancing Together (Physical Development )

Link to:

Teaching strategy: Sustained shared thinking, intentional teaching, co-constructing, directing
EYLF Outcome 4. Children are confident and involved learners
Australian Teaching Standards. 2.1 Content and teaching strategies of the teaching area
Play pedagogy: Integrated pedagogical approaches- purposefully-framed play

Today, while the rain gently rubbed on the windows, we took advantage of the opportunity to release our stored energy through a wonderful dance experience. The choice to include dance in our afternoon practice not only aided physical growth, but also boosted our moods throughout the gloomy weather. The children assembled excitedly in the allocated dance area, their anticipation evident. We began choosing music that was energetic and rhythmic, inspiring movement and encouraging full-body involvement. With the music booming around the room, we went on a voyage of self-expression and engagement through dancing.

The children's joy was contagious, as they swayed their bodies in unison with the music, free of self-consciousness or nervousness. From twirls and hops to swaying and trembling, each child contributed their own style to the dance floor, embracing their uniqueness and creativity. This dance experience emphasised not only physical growth but also social ties and emotional well-being. While dancing together, the children coordinated while interacting nonverbally, learning how to coordinate their actions and maintain each other's personal space.

Furthermore, the rhythmic characteristics of dance created a sensory-rich environment that stimulated their proprioceptive as well as vestibular systems. As they jumped, twirled, and stretched, they improved their balance, collaboration, and awareness of space, creating the groundwork for physical literacy.

As educators, our responsibility was not only to support the dance experience, but also to fully participate alongside the students. By demonstrating passion and satisfaction, we encouraged the children to totally immerse themselves in the activity, creating a positive attitude regarding movement and self-expression.