Educator Yarns with Jessica Staines

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In this episode of Educator Yarns, we sit down with Sue Currell, an early childhood teacher from rural Cobden, Victoria, who has spent over 25 years transforming how Aboriginal perspectives are embedded in early learning settings.

As a proud Gunditjmara woman who discovered her Aboriginal heritage later in life, Sue brings a unique perspective to reconciliation and cultural education. Working with a vibrant group of 16 children in the Narang room (meaning 'sun' in local Dhauwurd Wurrung language), Sue demonstrates how authentic Aboriginal education goes far beyond tokenistic activities.

From her early days attending workshops with Aunty Fay Muir to becoming a driving force for cultural change across her organisation, Sue's journey exemplifies how one educator's commitment can ripple throughout an entire community.

Her nomination as Educator of the Year beautifully captures her impact: "When you walk through Sue's classroom, Aboriginal culture is part of the day-to-day programme… You can hear and see a balance of traditional, contemporary, urban, regional and local perspectives through her holistic approach to teaching."

Key Takeaways:

Start small and authentic - Focus on one aspect that resonates with you, whether it's learning about local seasons or animal names, rather than trying to implement everything at once

The Eight Ways of Learning framework - Use this pedagogical tool to ensure all children can access learning outcomes equally, regardless of their preferred learning style

Create resource repositories - Sue developed a digital 'wall' where all educators can access Aboriginal stories, songs, and resources shared by Koorie Preschool Field Officers

Six seasons curriculum - Learn how incorporating Indigenous seasonal calendars creates meaningful connections between children, Country, and community throughout the year

Building genuine partnerships - Success comes from actively seeking connections with local Elders, attending cultural events, and most importantly, listening to Aboriginal voices

Document and share knowledge - Prevent valuable learning moments from being lost by systematically collecting and sharing resources with your teaching team

Embed culture in daily rhythms - From morning acknowledgements to using Dhauwurd Wurrung language for local animals, make Aboriginal perspectives part of everyday practice

Tell truth-telling stories gently - Use resources like Adam Goodes' 'Birrarung's Country' to introduce concepts of colonisation in age-appropriate ways

Connect with families meaningfully - Share your Aboriginal education journey with families weekly and invite them to contribute their own cultural knowledge

Recognise it's an ongoing journey - As Sue quotes from Banjo Clarke's wisdom: "It's not like a jigsaw that at some point one day the jigsaw is complete"

Sue's story reminds us that embedding Aboriginal perspectives authentically requires patience, humility, and genuine commitment to learning. Her transformation from having minimal resources 20 years ago to creating a classroom where Aboriginal culture breathes through every experience shows what's possible when educators take an active rather than passive approach.

Whether you're just beginning your journey or looking to deepen your practice, Sue's practical wisdom and heartfelt dedication offer a roadmap for creating truly inclusive early learning environments where all children can see themselves reflected and valued.

Access the episode resources here.

Have a question for Educator Yarns? Call 02 5300 0306 and leave a voicemail with your early childhood query about embedding Aboriginal perspectives, and you might hear your question answered in a future episode.

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In this episode of Educator Yarns, we meet Andrea de Silva, a finalist for Ally of the Year at the Koorie Curriculum Educator Awards.

Originally from India, Andrea shares her remarkable journey of cultural discovery and connection as she learned to authentically embed Aboriginal perspectives into her early childhood education practice. From initial uncertainty about protocols to becoming a confident advocate for Gana culture and language, Andrea's story demonstrates how educators from diverse backgrounds can meaningfully engage with Aboriginal cultures.

Through her experiences with Uncle Tamaru's Gana language course, building relationships with Aboriginal families, and navigating cultural protocols with respect and humility, Andrea offers practical wisdom for educators beginning their own reconciliation journey.

Her approach—rooted in genuine curiosity, cultural humility, and a commitment to getting it right—provides a roadmap for non-Indigenous educators seeking to create inclusive learning environments that honour Aboriginal voices and perspectives.

Key Takeaways:

Start with genuine connection: Andrea's journey began by wanting to connect more closely with Aboriginal families in her centre, recognising that understanding culture was essential for building authentic relationships
Seek proper cultural guidance: Working with Uncle Tamaru through Galkina Beek provided authentic knowledge about Gana language, symbols, and protocols—moving beyond generic Google searches to place-based learning
Embrace mistakes as learning opportunities: When Andrea unknowingly photographed an Aboriginal girl with a didgeridoo, she used the family's gentle correction as a chance to deepen her understanding of gendered cultural protocols
Daily practice creates lasting impact: Implementing daily yarning circles and incorporating Gana language into everyday routines helps children naturally integrate Aboriginal words into their vocabulary
Understand diversity within Aboriginal cultures: Andrea learned the important distinction between general Aboriginal culture and specific Gana practices, including differences in artwork, language, and customs
Build resource networks: Utilising tools like the Gana Language Dictionary and maintaining ongoing connections with cultural mentors ensures continued authentic practice
Find cultural connections: Andrea discovered surprising similarities between Indian and Aboriginal cultures, particularly in bush tucker plants, family structures, and respect for Elders
Don't let fear stop you: Andrea's key advice—"don't be scared to explore the culture"—emphasises that taking the first step leads to community support and guidance
Involve families meaningfully: Regular communication about cultural activities, smoking ceremonies, and invitations to participate keeps Aboriginal families engaged as active partners
Make learning fun and relevant: Teaching songs like "Head, Shoulders, Knees and Toes" in Gana language makes cultural learning engaging and memorable for young children

Andrea's journey reminds us that becoming an ally isn't about perfection—it's about showing up with respect, humility, and a genuine desire to learn.

Her story proves that educators from any cultural background can become powerful advocates for Aboriginal perspectives when they approach the work with an open heart and commitment to getting it right. As Andrea says, "Support the Aboriginal culture and connect with the generations… don't be fearful."

Access the episode resources here.

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In this episode of Educator Yarns, we sit down with Hayley Callaghan, a dedicated cultural officer and early childhood educator at Learning Pathways in Toowoomba.

Hayley, a proud Kamilaroi woman from Goondiwindi Country, shares her profound journey of cultural rediscovery and how she's transformed her personal exploration into meaningful educational practices.

From raising over $500 through a Where It Yellow fundraiser to implementing the Aboriginal Eight Ways of Learning pedagogy, Hayley demonstrates how one educator's passion can create ripple effects throughout an entire learning community.

As a mother of five who grew up disconnected from her cultural roots, Hayley's story resonates deeply as she discusses the challenges and triumphs of fostering cultural understanding in mainstream early childhood settings.

Her candid insights about building relationships with families, supporting fellow educators, and creating culturally safe environments offer practical wisdom for anyone seeking to authentically embed Aboriginal perspectives in their practice.

Key Takeaways:

Personal cultural journey matters - Hayley's experience of rediscovering her own Kamilaroi heritage whilst teaching demonstrates that educators are learners too, and authenticity comes from acknowledging we're all on a continuous learning journey

Start with connection, not perfection - Building genuine relationships with Indigenous families begins with simple invitations and regular communication, even if uptake is initially low

The Eight Ways of Learning pedagogy - Hayley is actively working to unpack and implement this Aboriginal pedagogical framework throughout her centre, showing how Indigenous ways of knowing can enhance all children's learning

Visible cultural presence creates belonging - Strategic use of hallway displays, provocations with natural materials, and welcoming signage helps families know they belong from the moment they enter

Challenge requires courage - Overcoming the perception that focusing on Aboriginal culture excludes others required direct conversations with staff about ensuring all cultures are valued and represented

Time constraints are real but manageable - As a working educator with limited cultural officer hours, Hayley emphasises the importance of planning and preparation to maximise cultural learning opportunities

Community connections amplify impact - Attending cultural events and building relationships with local Indigenous community members like Tiffany provides invaluable support and authentic learning experiences

Children as cultural leaders - Hayley's seven-year-old son's enthusiasm for cultural dancing and her older son applying to be his school's cultural leader shows how educator passion transfers to the next generation

Nature as teacher - Getting outside and connecting with Country provides inspiration and authentic contexts for cultural learning that can't be replicated indoors

Include Aboriginal perspectives regardless of enrolment - Teaching on Aboriginal land means embedding Indigenous perspectives is essential whether you have Aboriginal children in your service

Hayley's journey reminds us that creating culturally rich early learning environments doesn't require perfection—it requires heart, humility, and a willingness to learn alongside the children and families we serve.

Access the episode resources here.

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In this episode of Educator Yarns, hosts Jessica Staines from Koori Curriculum and Bec Buch from Bush Kindy Australia dive deep into practical examples of environmental advocacy that early childhood educators can implement with young children.

From the fascinating world of flying foxes in Tamworth to innovative community partnerships, Jeff and Beck share real-world stories that demonstrate how children as young as three can become active environmental stewards in their communities.

The conversation explores the critical importance of coexisting harmoniously with native wildlife, challenging common misconceptions about 'pest' animals, and revealing how simple actions like proper wildlife feeding can make significant impacts.

Through engaging anecdotes about children writing to MPs, creating handmade signs to protect koalas, and participating in regeneration programmes, this episode showcases how environmental education goes beyond mere observation to foster genuine reciprocity with Country.

Key Takeaways:

Learn why feeding birds traditional seed feeders can actually harm them and discover native plant alternatives that provide sustainable food sources for local wildlife
Understand how to transform children into active citizens by teaching them to use council reporting apps for environmental issues like rubbish and damaged infrastructure
Discover the powerful impact of child-made signage in preventing littering and protecting wildlife, with real examples of success stories from early learning centres
Explore the concept of reciprocity with Country - ensuring every bush kindy session includes giving back through rubbish collection or regeneration activities
Gain insights into responding appropriately to wildlife after natural disasters, including when to intervene and how to connect with local wildlife carers
Learn about innovative sustainability practices like the Boomerang Bags project, where children use sewing machines to create reusable shopping bags from recycled materials
Understand the importance of teaching coexistence with native animals rather than viewing them as pests, including practical solutions like possum boxes and frog ponds
Discover how to implement mindful procurement practices in early learning centres, considering environmental impact, ethics, and alternatives before purchasing
Learn strategies for building children's knowledge about local flora and fauna, including nocturnal visitors and often-misunderstood creatures like bush turkeys and ibises
Understand how small actions like choosing eco-friendly detergents can protect local platypus populations and other sensitive wildlife in waterways

This episode brilliantly demonstrates that environmental advocacy isn't just about teaching children to care for nature - it's about empowering them to take meaningful action that creates real change in their communities.

By embedding these practices into daily routines and viewing every interaction with the environment through the lens of reciprocity and respect, educators can nurture a generation of environmental custodians who understand their role in caring for Country.

Whether you're just beginning your journey with bush kindy programmes or looking to deepen your existing practice, the practical strategies and inspiring stories shared by Jeff and Beck will transform how you approach environmental education in your setting.

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Join us for an inspiring conversation with Lisa Mavin, the nominated supervisor of Tilly's Play Development Centre in Rutherford, who shares her remarkable 18-year journey in early childhood education and her transformative approach to embedding Aboriginal perspectives in mainstream services.

As a non-Aboriginal educator married into an Aboriginal family, Lisa offers a unique perspective on creating culturally safe environments and building genuine relationships with First Nations communities.

In this episode, Lisa reveals how she completely restructured her centre's approach to Aboriginal perspectives by starting with foundational education about history and intergenerational trauma, shares the powerful story of how her husband's willingness to share his experiences catalysed change throughout their 50-educator team, and discusses innovative initiatives like their Cultural Squad programme.

From transforming a mainstream service into one that's recognised and celebrated within the local Aboriginal community to practical strategies for overcoming common challenges, this conversation is packed with actionable insights for educators at any stage of their reconciliation journey.

Key Takeaways:

Start with history, not activities - Lisa removed all Aboriginal programming, including Acknowledgement of Country, to focus first on educating staff about history and its ongoing impacts on families today
Relationships before resources - Building genuine, trusting relationships with Aboriginal families and community members must come before asking for cultural knowledge or guidance
Non-Aboriginal people can be powerful advocates - You don't need to be Aboriginal to create meaningful change; Lisa demonstrates how non-Aboriginal educators can lead cultural transformation
The importance of understanding intergenerational trauma - Recognising why some Aboriginal families may not immediately trust mainstream services is crucial for creating culturally safe environments
Cultural Squads create sustainable change - Establishing a dedicated team of educators and children from diverse backgrounds to lead cultural initiatives ensures ongoing momentum
Make accountability visible - Creating a public vision board in the hallway keeps goals transparent and invites family input whilst maintaining focus on commitments
Critical reflection time is essential - Providing educators with dedicated off-floor hours for cultural learning and reflection enables deeper understanding and meaningful implementation
Size brings unique challenges - Whether you have 3 or 50 educators, each setting faces distinct obstacles in creating unified cultural approaches
Eight Ways of Learning requires foundation first - Implementing Aboriginal pedagogies works best after establishing solid historical understanding and cultural awareness
Word-of-mouth validates your journey - When Aboriginal health workers and community members recommend your service, you know you're creating genuine cultural safety

Lisa's journey demonstrates that creating a culturally responsive early childhood service isn't about perfect knowledge or having all the answers—it's about commitment, humility, and the willingness to challenge existing practices.

Access the episode resources here.

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In this honest and practical episode of Educator Yarns, Jessica Staines and Bec Burch tackle the concerns many early childhood educators face when taking children out of the gate and onto Country.

Rather than sugar-coating the challenges, they share real experiences from the field - from unexpected encounters with dogs and community members to navigating snake safety and supporting children with additional needs.

Drawing from years of experience in bush kindy programs across Australia, they demonstrate how careful planning, community partnerships, and cultural awareness can transform perceived risks into manageable learning opportunities.

This episode offers invaluable insights for educators looking to embed Aboriginal perspectives through authentic connection to Country whilst addressing the very real anxieties about outdoor learning environments.

Key Takeaways:

Dogs pose the most common unpredictable challenge in community spaces - teaching children safety responses like "be boring" (crouching down, avoiding eye contact) and partnering with councils for better signage can effectively manage this risk
Risk detection skills are naturally activated in nature spaces - research shows children experience fewer injuries outdoors than in standardised playgrounds because natural environments prompt cautious, measured movement
Snake encounters are remarkably rare despite being educators' primary fear - establishing clear protocols like "snake freeze" and conducting thorough site checks significantly reduces already minimal risks
Community engagement enriches programs - encounters with bird watchers, Landcare groups, and council workers often lead to valuable learning opportunities, though having strategies for inappropriate interactions is essential
Proactive planning prevents most challenges - conducting site visits at program times, developing weather contingency plans, establishing backup locations, and partnering with local emergency services creates comprehensive safety frameworks
Children with additional needs benefit significantly from nature experiences - successful inclusion strategies include visual supports, modified transitions, bringing familiar comfort items, and gradually building outdoor experiences
Regional contexts require unique approaches - from crocodile awareness in North Queensland to emu safety in Broken Hill, consulting local knowledge and Aboriginal communities ensures culturally and environmentally appropriate practices
Environmental hazards vary by location - testing water quality, checking for sharps, monitoring for falling branches, and understanding local wildlife patterns demonstrates responsible risk management
Backup sites and flexible planning are essential - having multiple location options and clear communication protocols with families allows programs to adapt to unexpected circumstances like council works or transport issues
Starting small builds confidence - beginning with short visits, practising safety protocols within the service, and gradually extending experiences helps both educators and children develop competence in outdoor settings

The wisdom shared in this episode reminds us that whilst taking children onto Country requires thoughtful preparation, the perceived risks often overshadow the minimal actual dangers. By developing strong partnerships with local communities, embedding consistent safety practices, and maintaining open communication with families, educators can confidently facilitate these vital connections to Country.

Remember, Aboriginal peoples have been safely navigating these environments with children since time immemorial - with proper planning and respect for Country, modern educators can continue this tradition.

Ready to take the next step? Start small, plan thoroughly, and trust in children's innate ability to navigate natural spaces with appropriate support.

Access the episode resources here.

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In this deeply insightful episode of Educator Yarns, we journey with Kat Fulford, a passionate early childhood educator from Ararat, Victoria, who shares her transformative approach to embedding Aboriginal perspectives in kindergarten education.

From her unique background transitioning from agricultural industry to early childhood education, Kat brings a profound connection to Country that permeates every aspect of her teaching practice. She candidly discusses the challenges of finding Aboriginal education resources in regional Victoria, the powerful moments that shaped her commitment to this work, and practical strategies for creating meaningful connections between children and Country.

Kat reveals how simple acts like wearing clothing with Indigenous patterns can signal safety and inclusion to Aboriginal families, and shares moving stories about five-year-olds becoming advocates for acknowledging traditional owners in their primary schools. This conversation offers invaluable insights into slow pedagogy, seasonal learning through Aboriginal perspectives, and the importance of building authentic relationships with local Aboriginal communities.

Key Takeaways:

Plant the seeds early: Children as young as five can understand and advocate for Aboriginal recognition, becoming champions for respect of traditional owners in their future schools and communities
Embrace slow pedagogy: Following Miriam Rose Ungunmerr-Baumann's Dadirri philosophy allows children to deeply connect with Country and develop organic, meaningful relationships with Aboriginal perspectives
Learn through Aboriginal seasons: Grounding curriculum in local Aboriginal seasonal calendars creates authentic place-based learning that connects children to the natural cycles of their environment
Every element can include Aboriginal perspectives: From nature play to sustainability projects, there's no aspect of early childhood education that can't incorporate Indigenous knowledge
Start where you are: Even without extensive knowledge, beginning the journey and being open about learning alongside children creates powerful educational moments
Build community networks: In regional areas, 'local' may mean travelling hours to connect with Aboriginal organisations, but these relationships are invaluable for authentic practice
Use multiple resources: Organisations like VAEAI (Victorian Aboriginal Education Association Incorporated), local AECGs, and Koorie Education Support Officers provide essential support and guidance
Language preservation matters: Understanding the devastating impact of language loss helps educators appreciate why maintaining and reviving Aboriginal languages is crucial for cultural survival
Small gestures have big impacts: Simple actions like displaying Aboriginal flags or wearing Indigenous patterns can signal to Aboriginal families that their children will be culturally safe
Mistakes are learning opportunities: Following the principle that "you can't get it wrong by trying," educators should start their journey without fear, adjusting their approach as they learn

This episode demonstrates how one educator's commitment to sharing Country's story has created ripple effects throughout her community, inspiring children, families, and fellow educators to engage more deeply with Aboriginal perspectives.

Kat's practical examples, from growing rare native plants with children to developing child-led Acknowledgements of Country, provide a roadmap for educators seeking to embed authentic Aboriginal content in their programs. Her emphasis on relationship-building, continuous learning, and the courage to begin despite uncertainty offers both inspiration and practical guidance for early childhood professionals at any stage of their reconciliation journey.

Access the episode resources here.

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Educator Yarns Season 5 Episode 10: From Intention to Connection: A Guide to Engaging with Local Aboriginal Communities

In this episode of Educator Yarns, hosts Jessica Staines and Bec Burch tackle one of the most frequently asked questions in early childhood education: how to appropriately and respectfully connect with local Aboriginal communities.

Prompted by a heartfelt voicemail from Kate at Little Saints at Tallebudgera, who runs a Bush Kindy program seeking guidance on community engagement, the hosts dive deep into the nuanced process of building authentic relationships with Aboriginal elders and knowledge holders.

Drawing from years of personal experience, including both inspiring successes and confronting challenges, Jess and Bec unpack why the journey to meaningful connection requires far more than a simple phone call or email.

They explore the critical importance of understanding your 'why', ensuring cultural safety within your service, and demonstrating genuine reciprocity through community involvement before seeking support for your programs.

Key Takeaways:

Start with your 'why' - Before reaching out to Aboriginal community members, clearly define what knowledge or support you're seeking (language, local history, flora/fauna knowledge, cultural perspectives) as different people hold different expertise
Build relationships before making requests - Attend local Aboriginal community events, volunteer at cultural festivals, visit markets, and participate in reconciliation activities to establish genuine connections over time
Ensure cultural safety in your service - Examine whether your centre truly welcomes Aboriginal visitors through proper introductions, hospitality, comfortable spaces, and respectful engagement from all staff members
Connect through established pathways - Utilise resources like local council Aboriginal liaison officers, inclusion support services, reconciliation groups, school liaison officers, and community organisations rather than expecting direct elder contacts
Demonstrate reciprocity - Offer your time and services to community events, run activity stalls at NAIDOC celebrations, provide transport for elders, and show you're invested in giving back before asking for support
Consider diverse engagement models - Move beyond traditional 'incursion' formats to explore mentoring for educators, informal yarning sessions, small group interactions, or recorded stories using QR codes for ongoing access
Respect cultural protocols - Understand that not every Aboriginal person can speak on all topics; knowledge sharing has specific custodians, and cultural integrity must be maintained
Budget for proper remuneration - Allocate funds to appropriately compensate Aboriginal community members for their time, knowledge, and travel when engaging with your service
Create authentic rather than performative experiences - Focus on natural interactions like elders sharing stories during play rather than expecting formal presentations to large groups of children
Amplify Aboriginal voices when community members aren't present - Purchase books by local Aboriginal authors, display Aboriginal artwork, and integrate recorded stories or songs into your daily program

Building meaningful connections with Aboriginal communities isn't about finding quick contacts or ticking boxes—it's about embarking on a genuine journey of relationship building that enriches your educational program whilst honouring Aboriginal knowledge and culture.

As Jess and Bec remind us, this process takes time, authenticity, and a commitment to reciprocity, but the rewards for children, educators, and communities are immeasurable.

Start by examining your motivations, engaging with your local Aboriginal community events, and creating a culturally safe environment that truly welcomes Aboriginal voices into your educational space.

Access the episode resources here.

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In this episode of Educator Yarns, we chat with Taylar Malouf, an inspiring early childhood educator from Hopscotch Kindergarten.

Over the past two years, Taylar has embarked on a transformative journey to embed First Nations perspectives into her teaching practices, creating meaningful learning experiences for children under her care.

From her initial "Caring for Country" project that began with children's concern about rubbish in their local park, to developing a Bush Tucker Garden and exploring Indigenous seasons, Taylar shares how these initiatives have become central to her pedagogy.

Her authentic approach demonstrates how early childhood settings can move beyond tokenistic representations to create genuine connections with Aboriginal perspectives that resonate with children, families and the broader community.

Taylar's story highlights the power of sustained commitment, relationship-building, and using frameworks like the Aboriginal Eight Ways of Learning to create rich, culturally responsive learning environments.

Key Takeaways:

· Taylar's journey began with a professional development workshop that opened her eyes to Aboriginal perspectives in education, highlighting the gaps in her own schooling and inspiring her to create different learning experiences for children.

· The "Caring for Country" project evolved organically from children noticing rubbish in their local park, leading to community advocacy, poster creation, collaboration with the local primary school, and publishing a book that was displayed at their local library.

· Children's learning was deepened through multiple modes of expression—creating posters, composing songs, writing books—demonstrating how passionate they became about environmental stewardship through an Aboriginal lens.

· Taylar utilises the Aboriginal Eight Ways pedagogy as a framework for her teaching, incorporating diverse learning approaches like storytelling, symbols, and community connections to reach all children.

· Building and maintaining genuine relationships with Aboriginal organisations like Koori Curriculum has been essential to Taylar's success, showing the importance of sustained connections rather than one-off consultations.

· The initiative extended beyond the service walls, with children becoming advocates who taught their families about caring for Country, showing how embedded Aboriginal perspectives can influence the broader community.

· Taylar acknowledges the challenge of avoiding tokenistic approaches, emphasising the importance of education, respectful integration, and ensuring Aboriginal perspectives become core values rather than "tick-box" exercises.

· Projects evolved naturally over time, with initial caring for Country work expanding into exploring Indigenous seasons and creating a Bush Tucker Garden, demonstrating how one concept can lead to rich, interconnected learning.

· Taylar's approach shows how acknowledgment of Country becomes meaningful when translated into action—teaching children to be custodians and caretakers of the land they play on every day.

· Embedding Aboriginal perspectives has transformed Taylar's teaching practice over five years, showing how educators can grow in confidence and knowledge through consistent engagement with First Nations ways of knowing, being and doing.

Taylar's journey demonstrates that embedding Aboriginal perspectives is not a destination but an ongoing process of learning, connection and growth. Her experiences highlight the importance of starting from authentic interests, building meaningful relationships with First Nations organisations, and using culturally responsive pedagogical frameworks.

For early childhood educators across Australia, this episode offers practical insights and inspiration for moving beyond tokenistic approaches to create learning environments where Aboriginal perspectives are truly valued and integrated.

Listen to the full episode to discover how you can begin or deepen your own journey of embedding Aboriginal perspectives in your early childhood setting and see the profound impact it can have on children's learning and connection to Country.

Access the episode resources here.

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In this episode of Educator Yarns, we speak with Stephanie Watson, an inspiring early childhood educator and nominee for the Koori Curriculum Early Childhood Educator of the Year awards.

Based at Happy Hearts Academy Early Learning Centre in Helensburgh, Stephanie has transformed her service's approach to embedding Aboriginal perspectives through developing a meaningful Reconciliation Action Plan from scratch.

With over ten years of experience in early childhood education, Stephanie shares her journey from wanting to work with the Starlight Foundation to becoming an educational leader passionate about ensuring Aboriginal and Torres Strait Islander cultures and perspectives are authentically integrated into daily practice.

Her story reveals how dedicated research, community connections, and persistent advocacy can create meaningful cultural learning experiences for both educators and children.

Key Takeaways

• Stephanie developed a Reconciliation Action Plan (RAP) from scratch at her service, transforming it from a token gesture into a living, breathing document that staff engage with daily.

• She emphasises the importance of embedding Aboriginal perspectives with meaning and passion, rather than just including them because they're required.

• When seeking local Aboriginal connections, Stephanie found it beneficial to look beyond immediate geographical boundaries to find community members and resources in neighbouring areas.

• Creating a visible RAP display in the centre hallway increased staff and family interest and participation in reconciliation initiatives.

• Stephanie recognises that educators can contribute to reconciliation work within their own rooms through simple changes like incorporating Aboriginal artwork and thoughtful use of colours.

• She highlights the distinction between cultural appropriation and cultural appreciation in the early childhood setting, ensuring respectful engagement with Aboriginal cultures.

• The centre successfully organised a remote Christmas drive, collecting five large tubs of donated toys for Aboriginal communities in the Northern Territory.

• Fundraising efforts for the Aboriginal Literacy Foundation raised over £400, demonstrating practical commitment to supporting Indigenous education.

• Non-Indigenous families have shown enthusiastic support for Aboriginal perspectives being embedded in the curriculum, providing positive feedback and engagement.

• Stephanie's approach includes continuous professional development, ensuring educators have access to accurate information and appropriate resources.

Stephanie's journey demonstrates how one passionate educator can transform an entire service's approach to embedding Aboriginal perspectives in early childhood education.

By creating meaningful connections, engaging all stakeholders, and maintaining a commitment to continuous learning, she has developed a model that other services can aspire to.

If you're looking to enhance your own practice and create more authentic cultural experiences for children, this episode provides practical strategies and inspiration to begin your own reconciliation journey.

Access the episode resources here.

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In this episode of Educator Yarns, host Jessica Staines, Director of Koori Curriculum, is joined by Bec Burch, founder of Bush Kindy’s Australia, to explore the transformative power of "On Country" program for early childhood education.

This thoughtful dialogue delves into how venturing beyond the confines of traditional learning environments enriches children's development through meaningful connection to place. The conversation weaves together Aboriginal perspectives, particularly the concept of "land links" where learning connects back to country, with the principles of nature pedagogy.

Both share their wealth of experience in creating powerful outdoor learning experiences that support children's wellbeing, foster curiosity, and provide sensory-rich environments that manufactured classroom materials simply cannot replicate. This episode offers practical insights for educators seeking to incorporate Aboriginal perspectives and nature-based learning into their practice, highlighting the profound benefits for all children, including those with additional needs.

Key Takeaways

On country program provide valuable opportunities for smaller group interactions compared to busy early learning centres, creating space for deeper engagement and more focused learning experiences.
Children demonstrate significantly improved self-regulation when learning in natural environments, particularly those with complex needs who may struggle with sensory overstimulation in traditional indoor settings.
The Aboriginal concept of "land links" within the eight ways of learning naturally aligns with nature-based program, bringing all learning back to connection with country.
Nature pedagogy embraces a "slow pedagogy" approach where child-led play flourishes as children make their own decisions and engage deeply with open-ended natural materials.
When outdoors in nature, children typically demonstrate longer attention spans and sustained focus, engaging in deeper play for extended periods compared to indoor activities with predetermined outcomes.
The natural environment inherently fosters curiosity and wonder, prompting children to ask questions that spark learning and passion for understanding their world.
Outdoor learning engages the whole body and all senses, providing hands-on experiences that support diverse learning styles and preferences.
"Risky play" is a valuable component of nature-based learning, allowing children to develop confidence and resilience through activities like climbing trees or navigating uneven terrain.
Even infants and toddlers benefit tremendously from on country experiences through sensory-rich engagement with natural elements like water, sand, leaves, and sounds.
Nature-based learning provides authentic opportunities for children to develop understanding of ecosystems, interdependence, and respect for the environment as they learn to see natural spaces as homes for wildlife rather than merely human playgrounds.
The powerful intersection between Aboriginal perspectives and nature-based learning creates rich opportunities for meaningful education that connects children deeply with country and their own learning capabilities.

By embracing "on Country" experiences, educators can foster environments where learning is not only more engaging but fundamentally more connected to place, culture and holistic development.

We encourage you to take that first step beyond your fence—whether through regular bush excursions, bringing natural elements into your existing spaces, or reimagining your approach to outdoor play.

Your journey toward embedding Aboriginal perspectives through nature-based learning will not only enrich children's educational experiences but help nurture the next generation's connection to and respect for country.

Access the episode resources here.

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In this episode of Educator Yarns, Jess Staines speaks with Linda Wilson, a dedicated early childhood teacher at Sentia Early Learning in Melbourne CBD.

Originally from Sweden, Linda shares how her childhood experiences exploring Swedish forests shaped her deep appreciation for nature as a teacher and guide. Now living and working on Wurundjeri Country, Linda beautifully intertwines her background in Nordic Forest pedagogy with Aboriginal perspectives in her teaching practice.

Despite being based in Melbourne's urban centre, Linda has led her kindergarten children on more than 30 excursions to connect with Country, learn about local Aboriginal history, and develop meaningful relationships with the land. Her approach demonstrates how educators can follow children's natural curiosity to explore Aboriginal perspectives, even in city-based settings.

Linda's journey from knowing very little about Aboriginal culture upon arriving in Australia to embedding it meaningfully in her practice offers valuable insights for educators seeking to deepen their understanding and approach to cultural connections.

Key Takeaways:

The Swedish approach to early childhood education emphasises consistent time in nature, with some kindergartens located entirely outdoors where children cook on open fires and engage with natural resources.
Revisiting the same natural spaces repeatedly is crucial for deepening children's connection and learning, allowing them to move beyond initial excitement to more meaningful engagement.
Linda's personal experience of spending days exploring Swedish forests as a child shaped her teaching philosophy and her belief that nature can provide a grounding, calming influence in our fast-paced society.
Children's questions about their local environment (like "Who made the Yarra River?" and "Where does it flow?") can serve as powerful starting points for exploring Aboriginal perspectives and connections to Country.
The Aboriginal 8 Ways of Learning framework, particularly the 'land links' approach, provides a valuable structure for educators wanting to connect teaching through culture rather than just about culture.
Each year, Linda's program focuses on different aspects of Country based on the children's interests—from the Yarra River's history to food sources at Birrarung Marr to land caring at Port Phillip Bay.
Despite challenges in maintaining ongoing relationships with local Aboriginal communities in urban settings, educators can access ethical resources like the mapping tool developed by Melbourne Council in collaboration with Wurundjeri and Boon Wurrung peoples.
Children in urban settings can develop meaningful connections to Country through regular excursions that help them recognise the Aboriginal history and significance of familiar places.
There is a natural synergy between nature-based pedagogies (like the Swedish forest school approach) and Aboriginal perspectives on connection to land that educators can draw upon in their practice.
Stories such as that of Bunjil the Eagle become powerful tools for children to understand Creation stories and develop respect for Traditional Owners, even when learning occurs primarily in urban environments.

Linda Wilson's journey from the forests of Sweden to teaching on Wurundjeri Country demonstrates how educators can weave together different cultural approaches to nature-based learning. By following children's natural curiosity, revisiting significant places, and drawing on ethical resources, educators can foster meaningful connections to Country even in urban settings.

As you reflect on your own practice, consider how you might incorporate regular experiences on Country that allow children to develop deeper relationships with the land and greater understanding of Aboriginal perspectives. How might you use mapping tools and local resources to enhance your knowledge and confidence in embedding Aboriginal perspectives in your program?

Access the episode resources here.

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In this illuminating episode of Educator Yarns, we welcome back Bec from Bush Kindy’s Australia for an in-depth conversation about Bush Tucker Gardens in early learning environments. Together, Jessica & Bec explore the profound educational value these spaces offer and address a common challenge observed across many services: the tendency for Bush Tucker plants to be underutilised, neglected, or misunderstood.

Bec shares her wealth of knowledge about why these gardens matter, how they connect children to Country, and practical approaches to establishing and maintaining meaningful native plant spaces that authentically reflect local ecosystems.

Drawing from their extensive experience working on Country and witnessing successful implementations in educational settings, they offer invaluable insights for educators wanting to move beyond tokenistic inclusion of native plants towards genuine engagement with Aboriginal perspectives through place-based learning experiences.

Key Takeaways:

· Bush Tucker Gardens create meaningful connections to place-based pedagogy, allowing children and educators to learn about their local community, ecosystems, and Indigenous knowledge systems.

· Native plant spaces in early learning environments establish essential green corridors for wildlife, particularly important in urban areas or regions affected by environmental events like fires or cyclones.

· Rather than creating isolated "Bush Tucker sections," consider integrating native plants throughout your entire outdoor learning environment for a more inclusive and authentic approach.

· Research what's endemic to your specific area by connecting with local nurseries, community organisations, Elders, or using apps like iNaturalist to identify local species.

· Involve children in the entire process - from researching local plants, mapping garden spaces, tracking sunlight patterns, identifying ideal locations, and creating signage for plants.

· Start small with quality over quantity – seven mature plants are more valuable than numerous seedlings, especially as many native species grow slowly.

· Consider practical factors when planning: sun exposure, accessibility, traffic patterns, and which age groups will interact with the plants.

· Native plants often require less maintenance than introduced species – sometimes "neglect" is better than over care, as they're adapted to local conditions.

· Establish rhythms and routines for observing and engaging with the plants through regular visits that involve sensory exploration and documentation of seasonal changes.

· Dead or neglected Bush Tucker Gardens send problematic messages to both children and community members about valuing Indigenous knowledge and perspectives.

Bush Tucker Gardens represent a powerful opportunity to move beyond tokenistic approaches to embedding Aboriginal perspectives by creating authentic connections to Country right within your learning environment. By thoughtfully planning, researching local ecosystems, involving children meaningfully, and embracing the natural rhythms of native plants, educators can create spaces that honour First Nations knowledge while fostering deep environmental stewardship in young learners.

We encourage you to start your Bush Tucker journey today—whether beginning with a small collection of mature plants or revitalising an existing garden—and witness how these living educational resources transform both your physical space and pedagogical practice.