Indigenous Perspectives Activity in Early Childhood

You are to develop one 20 -30 minute activity that teaches the children a culturally appropriate Indigenous concept (knowledge). This may include (but is not limited to) Indigenous
concepts of Dreaming, lore, values, food, shelter, animals, plants, language, community people, pedagogy, songs, dance and artists and may incorporate suitable 8 Aboriginal Ways of Learning Pedagogy. Use a learning activity template (one will be provided in interact) that will include the following information
• Choose and name the concept you wish your students to learn about.
• Choose and name the EYLF learning framework outcome
• Choose and identify the age group you will be working with
• Explain how the activity is appropriate for the Indigenous concept, and how the concept will be taught to ensure cultural respect and inclusion.

PART B – Indigenous Pedagogies in an Early Childhood Setting (500 words)

Select one of the Aboriginal 8 Ways of Learning; story sharing, community links, deconstruct/reconstruct, non-linear, land links, symbols & images, non-verbal or learning maps (Yunkaporta, 2009). Identify what it is and why it is a useful strategy in the early childhood setting for all learners.
• Choose, name and describe one of the 8 Aboriginal Ways of Learning Pedagogy strategies: Story sharing, Community links, Deconstruct/reconstruct, Non-linear, Land links, Symbols & images, Non-verbal or Learning maps.
• Examine how and why this strategy is useful for teaching learners in an early childhood setting (think about the value to all children as well as specifically for Indigenous children).
• Examine how this strategy relates to one EYLF outcome.

PART C – Indigenous Community Resourcing in Early Childhood (500 words)
Explore the purpose and possible role of one local Indigenous community organization or group for an early childhood setting (in your area) and be able to recognize the importance of community consultation and the participation of Indigenous people in educational environments.

• Choose the local group or organization. Name it and cite it, provide a link to a website if it has one.
• Describe the role and purpose of the selected Indigenous community organization or group.
• Choose one way you could utilize this group and its activities in a practical way in your early childhood setting. This may include, but are not limited to plan, implement or develop Indigenous perspectives or work with early childhood staff members to develop their Indigenous perspectives and knowledge. Be careful here, you have only been asked for ONE way. Use this way for the whole answer.

PART D – Professional Reflection (500 words)
You will reflect on how this subject will influence your education practices in an early childhood setting. This may include but is not limited to planning, implementing Indigenous education, addressing Indigenous student learning needs, community partnerships or developing Indigenous perspectives. Use the following scaffolding for notes that are written in paragraph formatting with no sub- headings.

Reflection Questions

What? (This is a description)

• What topic am I going to focus on?
• What made me choose that topic?

So What? (Analyse and explain what you have learned. This shows your knowledge)

• What makes this topic important?
• What have I learned that was new to me?
• What academic readings have been important to my learning?

Now What? (What you are planning to do)

• How will you use what you have learned?
• What are you going to implement in your early childhood center as a result of your learning and how this will this appear in practice?
• How or where could you learn more about this issue?

Writing your 500 word professional reflection
• Introduction: Describing and define your focus, use references to support this. (What)
• Body: Include and integrate your notes to create a coherent reflection about your learning that is supported with academic references. Outline your plan for implementing your learning in your early childhood setting. (So What).
• Conclusion: Explain how or where could you learn more about what you want to learn in the future (Now What)

• Module overview
Within this module we will be discussing how and why Indigenous Studies and Indigenous Perspectives can be incorporated into an early childhood or primary setting. Since the Early Childhood sector works from the Early Years Learning Framework and the primary sector is guided by syllabi, I have made general reference to outcomes and indicators. They are terms utilized by both documents and I will try and provide examples from each.
Learning Outcomes
By engaging in this learning you will be working towards achieving the following learning outcomes:
•
o be able to formulate culturally appropriate teaching strategies for Indigenous children;
Links to Assessment 2
How does Module 4 relate to Assessment 2?
• Part A is directly related to this module. You are required to develop an Indigenous perspective activity.
• Part D can be reflected because you can reflect on your professional journey on Indigenous perspectives.

Module content
Indigenous Perspectives and Indigenous Studies
Topic 1: Defining Indigenous Perspectives and Indigenous Studies
Topic 2: Comparing Indigenous Perspective and Indigenous Studies
Topic 3: Why do we implement Indigenous Perspectives and Indigenous Studies?
Topic 4: How do we incorporate Indigenous Perspectives and Indigenous Studies?

Reading
Required reading
Cordukes, N. (2020). Embedding Aboriginal perspectives through community engagement [online]. Every Child, Vol. 24, No. 3, pp20-21. Retrieved from https://search-informit-com-au.ezproxy.csu.edu.au/documentSummary;dn=130920960876699;res=IELHSS
Madsen, B., Perkins, R. & Shay, M. (2021). Critical selection of curriculum materials: Tools for educators. In Shay, M. & Oliver, R. (eds) Indigenous Education in Australia; Learning and Teaching for Deadly Futures. Routledge. Pp133-147 Click Here
Price, K. (2019). Aboriginal & Torres Strait Islander studies in the classroom. In Price, K. & Rogers, J. (eds).Aboriginal and Torres Strait Islander Education: An Introduction for the teaching profession. 3rd Edition. Cambridge University Press pp250-268 Click Here
Rogers, J. (2015). Education. In Price, K. (ed). Knowledge of Life; Aboriginal and Torres Strait Islander Australia. Pp166-183 Click Here