Embedding Indigenous Knowledge in the Early Childhood Classroom

About me Early Childhood Teacher 3 rd year teacher Teaching Prep/Grade 1

Significance Development of a deeper knowledge of world’s oldest living culture ACARA

Research Totems and Dreaming Units

Conception of Unit Making connections to children’s real life experiences Following children’s interests

Consultation with Administration Cultural Competencies Protocols Impact/Considerations

Collaboration with Families Family guest speakers Sharing of family artefacts

Collaboration with Elders Sharing of knowledge With children Teacher Specialist

Collaboration with Specialist Dr. Kath Mills Technology

Totems Significance Looking after Totems Assessment

Dreaming Innovations Sharing of stories Unpacking stories Linking stories to Totems Writing Innovations Creating Images

Work Sample 1 The Rainbow Serpent Retold by Isabella

Discussion of Isabella’s learning

Work Sample 2 How the Murray River was Made Retold by Jahmarl

Discussion of Jahmarl’s Learning

Smilebox Use of Technology Pros Cons

Children’s Interests Importance Findings

Impact on Practice Role of the Educator Implications for teachers

References ACARA. (2014). Australian Curriculum – Cross Curriculum Priorities. Retrieved from Bruce, L., (2004) How the Murray River was Made. Australia: Cengage Learning Dixon, R. (1980) Social organisation and naming: The languages of Australia. Cambridge: Cambridge University Press. Hanlen, W. (2007) Indigenous literacies: moving from social construction to social justice. In L. Harris S. (1990) Two way Aboriginal schooling: Education and cultural survival. Netley: Griffin Press. Makin, L, Jones-Diaz, C., & McLachlan, C. (Eds.). Literacies in childhood. NSW: Elsevier. Nunukul, O., Bancroft, B. (1999) Stradbroke Dreamtime. Australia: Harper Collins