FEATURE - Country and culture

Tiny, budding writers and illustrators at Community Kids Yandina Early Education Centre have been inspired to create an illustrated Acknowledgement of Country picture book, as they explore connections to culture under innovative educator, Sarah King. 

by Rebecca Mugridge

At a centre full of life and warmth you feel the minute you walk in, something special has been created - a wonderful book.

“When I reflected on where this [book] came from, it came directly from the children,” says Sarah. “It came from us being intentional. From observing, listening and extending their learning.

“In the sandpit where we had construction signs; the children were pointing, and we were having big discussions about them. We discussed what they meant and went on a search for other signs. Behind the sandpit we have our evacuation sign. I said to the children, ‘What does that sign mean?’ And one of the little boys excitedly said, ‘Gubbi Gubbi!’ 

“I realised, because we meet for our Acknowledgement of Country near the sandpit, he had guessed that this was a really important sign. He was making connections. 

“We extended the eagerness of the kids by looking at signs in the environment. Looking at emergency and evacuation signs, the exit sign. When we reached the foyer all the kids saw the Reconciliation Action Plan on the wall, and on that we had the Aboriginal flags and our Acknowledgement of Country. In excitement the kids yelled in recognition,

‘That’s in our room! That’s the Gubbi Gubbi flags!’” Sarah smiled.

“We went back to our [kindergarten] room, and I said, ‘Where can we see the flags here?’ They searched and found puzzles with the flags, books and flags on the wall. One of the children made a great connection, as they pointed above a door where the sign said, “Wunya Ngulum”, which is “Welcome Everyone” in Gubbi Gubbi language.

“Our Acknowledgement of Country starts with “Wunya Ngulum”, and they recognised it.”

Sarah says each term they set an intentional goal. “It starts with the question – what do we want to achieve out of this term for our learning? My co-educator and I sat down to discuss it; we decided to do a connection to culture.”“We programmed wonderful stories with Indigenous authors; under our tree we read Welcome to Country with author Aunty Joy.” 

As they read the Welcome to Country book, the kids were beginning to make strong connections. Building on this and expanding on the learning, Sarah said to the kids, ‘Do you want to make a book on our Acknowledgement of Country?’ And they said, ‘Yes!!’” 

The book began! “We used both writing and pictures. The inspiration for the pictures came from our environment – like the bridge over Maroochy River in Yandina, because in our Acknowledgement of Country we talk about the rivers, the mountain, sea and sky that are found here on Gubbi Gubbi land. We invited the children to use these to inspire their artwork,”explained Sarah.

“We reflected as a class; we wanted the children to be connected to the Indigenous Gubbi Gubbi culture.”

Sarah says as different children have different learning interests and styles, they wanted to ensure all the kids in the class were able to be involved. 

“Along with the painting we invited the children to use our woodwork/construction materials. I said to them, “Let's create the mountains, let's create the seas and the sky,” Sarah gestures, and I can see how her energy inspired the children’s imaginations. 

“I was invited to present the book at the Early Childhood Roadshow. In the audience were people from the Department of Education, and Ally Evans, who is G8 Education’s Head of Early Learning and Education and on the Early Childhood Australia Board. 

“It was so nice to share what can be done just by listening to the children and valuing connection.

“It is so important that we teach the next generation about culture and develop that love of learning and respect.

“You start to see that the children are realising that each word has meaning, it’s not just something you recite.” 

Sarah is an educator with a passion to teach. “Last week we went for a walk to post letters. During Book Week we read The Day the Crayons Quit. After reading it they wanted to write letters and I said, ‘Do you want the letters to go home to you? And they all excitedly said, ‘yes!’ and told me who they wanted to write letters to. Sometimes it was mum and dad, or just mum and sometimes it was little brothers, sometimes grandparents.”

“They also illustrated the letters, and then we put them in envelopes, put the stamps on. We spent time learning how letters go through the post office, we watched videos and read books on it. 

“We walked to the post office, and they posted the letters. That was Thursday and, on the Friday, they all came in and said, ‘It hasn’t come yet,’” Sarah laughs. “They were really excited when their letter finally came and were on their fridges.

“All those connections. All those little light bulbs going off.”

Another bulb moment – “We have 10 different breathing cards that are embedded in their program, hot chocolate is their favourite. You act out handing them hot chocolates which are too hot, so they smell it and breathe slowly onto it to cool it - which calms the central nervous system.  

“So, because we were going for a walk to the town with the letters, we also had an excursion to Pete’s Bakery, and they all had an actual hot chocolate!”