Embedding Indigenous Knowledge in the Early Childhood Classroom

About me • Early Childhood Teacher

• 3rd 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 http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html• 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