Educator Yarns with Jess, Shan & Kel

In this episode of Educator Yarns, Jess Staines, Director of Koori Curriculum, sits down with Shan and Kelly for an honest yarn about real partnership with Aboriginal families once you look past the flags and the bush tucker puzzles.  Shan shares a story from an early masterclass, recorded about three months into working at Koori Curriculum, that has shaped every conversation since. An Aboriginal mum explained that she can't send her daughter to care with an ordinary scraped knee without wondering whether she'll be collecting her child that afternoon or answering questions from officials.  Jess talks about the phone call she got after her son's four-year-old health check at preschool. A stranger read out a list of problems over the phone: a lisp, feet that turn inward, his weight, and back teeth that little hands physically can't reach yet. She describes how fast that deficit list made a confident Aboriginal mum feel like she was failing.  Kelly's son started childcare at 18 months and turns six in March. In all that time, his service has never updated her enrolment details, even after she moved from Service NSW into early childhood consultancy. And their invitation to join the RAP committee came with a strong whiff of "here, you do it". Along the way you'll hear about birth certificates, baby sensory classes, a suspiciously handsome line-up of charity collectors at Brisbane Airport, and plenty of practical strategies you can take into your room on Monday morning. Key Takeaways The yarn covers a lot of ground, so here are the moments we reckon will change how you greet, enrol and walk alongside Aboriginal families at your service. The bruise that carries generations of fear. Shan explains why a mystery bruise on an Aboriginal child's knee feels completely different for that child's mum. Shan also says that more Aboriginal children are in out-of-home care right now than were removed during the Stolen Generations. An apology without changed behaviour doesn't mean an awful lot. Deficit phone calls land like a punch. Jess's story about the preschool health check shows how a list of "problems" from someone a family has never met can flatten even the most informed parent. Think about who delivers news, and how. Enrolment forms are a starting point and nothing more. Explain why you're asking each question and what you'll do with the answer. Offer families a support person. Make it a conversation instead of a paper interrogation. Many Aboriginal families also have very real reasons for not handing over a birth certificate, and Jess unpacks how services can work around rigid processes. Families change, so your records should too. Kelly's experience shows what happens when a service relies on information collected on day one and never asks again. Five years is a long time to miss out on knowing the family you care for. Your RAP committee is your responsibility. Asking an Aboriginal parent to join is lovely. Expecting them to build it, run it and fix it for you is offloading cultural load. Kelly spotted it a mile away, along with the weekly "Aboriginal perspectives" update that hadn't changed in, well, ever. Give families a menu of ways to be involved. Gardening, cooking, reading stories on the mat, admin help or the RAP. Let families choose. Some just want to sit and be, with no group time of 30 children to manage. Sometimes a mum just wants to be a mum. Jess shares how every playgroup, gymnastics, music and baby sensory class asked her for cultural advice once they found out what she did for work. You'll hear why that gets exhausting, and why "no" deserves respect the first time. "No" is a full sentence, and usually it means "not yet". Shan offers a beautiful reframe: 99 per cent of the time, a no from a family means "not right now", "not yet" or "not in that way". Give space and grace and you'll earn far more trust than any amount of pushing. Cultural safety is a feeling. Jess describes choosing her children's preschool for warmth, delight and belonging. Through divorce, family illness and her own health battles, the educators made extra sandwiches, helped with NDIS forms and never once judged. Resources sprinkle culture across your room. Relationships make families feel safe enough to be vulnerable. Small, consistent actions build the bridge. Learn families' names. Share a positive update every afternoon. Check with families before reading a Dreaming story, because Australia has hundreds of nations and that story might not belong to them. Try a "question of the week" and keep your cultural learning plan alive. Consider identified positions, an Aboriginal artist in residence or an Elder in residence, and don't pigeonhole your Aboriginal educators. Plenty of them would rather lead your STEM learning, thank you very much. This episode is a gentle shake on the shoulder for every educator who has quietly wondered why an Aboriginal family keeps their distance. Trust gets built in the small moments: the morning greeting, the honest explanation on an enrolment form, the "no worries" when a family says not right now.  Jess, Shan and Kelly give you the stories and strategies to start building it today. Press play, have a giggle at the Brisbane Airport story, and then head to the Koori Curriculum website for our three new webinars on cultural safety for Aboriginal educators, families and communities.  Then share this episode with the colleague who still thinks a flag on the fence is enough. Resources discussed in this episode: Koori Curriculum 2027 Leadership Retreat Koori Curriculum Webinars & Courses Koori Curriculum Events Koori Curriculum Professional Development Connect with Jessica Staines: Koori Curriculum Facebook Instagram LinkedIn Koori Curriculum Educator Community Shirley Pearl & Her Bush Friends The Koori Curriculum Club Koori Curriculum Events  Subscribe to Educator Yarns on your favourite podcast platform: YouTube: https://www.youtube.com/@kooricurriculum iTunes: https://podcasts.apple.com/au/podcast/educator-yarns-with-jessica-staines/id1490507882 Spotify: https://open.spotify.com/show/4J2AvSgFVSeUKmkp2cz8hc Amazon: https://music.amazon.com.au/podcasts/022a0fe4-3aa9-43a6-ac60-9fe2cd9d5b8e/educator-yarns-with-jessica-staines Stitcher: https://www.stitcher.com/podcast/educator-yarns-with-jessica-staines iHeart Radio: https://www.iheart.com/podcast/263-educator-yarns-with-jessic-82986004/

Pull up a chair, because this one's a proper yarn about the Early Childhood Australia conference at the Melbourne Convention and Exhibition Centre, where roughly 2,800 educators took over the venue.   It was the first time Koori Curriculum ran a booth together. Kelly clocked somewhere between 13,000 and 14,000 steps on day one. Setting up the booth took about seven hours, and they packed it down in 20 minutes flat so they could get a front-row seat for Thomas Mayo's keynote. Shan came out of what he lovingly calls the "deep, dark curriculum dungeon" to meet the people he usually only sees as names on a screen.  Jess ran into a mum whose child she taught 18 years ago, which is the kind of thing that happens when you've been in this sector long enough to get a little bit famous and a little bit embarrassed about it. The booth was set up like a living room instead of a shop, full of programming examples, Shirley Pearl letters and well-loved scrapbooks from the travelling mascots.  The team also had a visit from Play School's Kiya and Gemima, and Shan still isn't over it. Underneath all the laughter is a serious conversation about embedding Aboriginal perspectives in a way that fits your community, your children and the moment you're in. Copying someone else's beautiful wall display won't get you there. Here's a taste of what the episode covers: Five years in the making. Jess talks about Intercultural Ways, the module Koori Curriculum created with Early Childhood Australia, starting around 2019. The team travelled to every state and territory to yarn with educators doing exemplary work. The self-paced course takes about 2.5 hours, but Jess's advice is to listen to the full-length yarns as well. That's where the gold is. The principles and the process stay the same. The practice changes. An Aboriginal community-controlled service, a busy urban centre and a regional not-for-profit will all look different, and they should. Cookie-cutter approaches belong in the biscuit tin. The stew and the saltshaker. A metaphor first shared at a Koori Curriculum retreat flips the usual thinking. In most mainstream services, the programme is the stew, and Aboriginal perspectives get sprinkled in like salt. In many Aboriginal community services, culture is the stew, and the EYLF, the NQS and the Code of Ethics are the seasoning. Rubbish bins in Japan and caring for Country. Jess's partner Charlie taught Japanese in Japan for years. His stories about carrying your rubbish home and sorting it into seven categories turn into a lovely lesson in using the same intercultural process for every culture in your room. The 8 Ways of Learning is a springboard. The custodians of the 8 Ways are happy for educators to use the framework, if you adapt it to the children, families and Country where you are. A lift-and-drop template won't do that. Mogo Aboriginal Preschool and the presentation that vanished. Mogo had 15 minutes to share years of beautiful work, and then the conference tech lost their presentation on the day. They've since recorded it, and their 45-minute coaching camp webinar is a treat if you want the whole story. Team meetings with a highlighter. Educators told the team they use the weekly Koori Curriculum newsletter articles as reflective readings. Staff highlight what speaks to them, then use those notes to shape their service's own vision and philosophy statement. Tag the author, please. Aboriginal authors and illustrators pour their heart into their books and hear "my kids love this" far less often than you'd think. A quick message on social media can make someone's whole week, especially in a job that brings plenty of unkind feedback too. Thomas Mayo, in person at last. Shan interviewed him about Dear Son and Finding the Heart of the Nation. Jess interviewed him alongside Bernard Namok Jnr about Our Flag, Our Story. There's also a family link through the waterfront, because both Jess's and Kelly's dads worked on boats. In his keynote, Thomas said that around 64% of voters aged 18 to 24 voted Yes in the 2023 referendum. Take that as a reply to recent claims, including Pauline Hanson's, that early childhood educators are "indoctrinating" children with Acknowledgements of Country. The work you do on the mat matters, and it's already showing results. Floor books and slow pedagogy. Jess shares why Claire Warden's talking and thinking floor books fit so naturally with the 8 Ways and Intercultural Ways. You don't need to run two programmes side by side. Bring the two together, then refine as you go. There's also a little confession from Jess, who insists she's shy (yes, really). She calls herself an extroverted introvert, and Shan and Kelly are the ones nudging her out of the booth to say hello.  Whether you were at the conference or following along from home, this episode will leave you feeling encouraged and ready to look at your own programme with fresh eyes. If you visited the booth, the team would love to hear what you took home with you and what you made of that very large Shirley Pearl display.  Have a look at the photos on the Koori Curriculum Facebook and Instagram pages, then head to The Koori Curriculum Educator Community to see how the team can support you and your early learning service. Hit play, grab a cuppa and yarn with us. Resources discussed in this episode:  Working in Intercultural Ways Program Koori Curriculum 2027 Leadership Retreat Koori Curriculum Webinars & Courses Shirley Pearl and Her Bush Friends Koori Curriculum Club Koori Curriculum Events Koori Curriculum Professional Development Connect with Jessica Staines: Koori Curriculum Facebook Instagram LinkedIn Koori Curriculum Educator Community Shirley Pearl & Her Bush Friends The Koori Curriculum Club Koori Curriculum Events  Subscribe to Educator Yarns on your favourite podcast platform: YouTube: https://www.youtube.com/@kooricurriculum iTunes: https://podcasts.apple.com/au/podcast/educator-yarns-with-jessica-staines/id1490507882 Spotify: https://open.spotify.com/show/4J2AvSgFVSeUKmkp2cz8hc Amazon: https://music.amazon.com.au/podcasts/022a0fe4-3aa9-43a6-ac60-9fe2cd9d5b8e/educator-yarns-with-jessica-staines Stitcher: https://www.stitcher.com/podcast/educator-yarns-with-jessica-staines iHeart Radio: https://www.iheart.com/podcast/263-educator-yarns-with-jessic-82986004/

Jess, Shan and Kelly took to Brisbane for the TIPIAC x Riley Callie Resources National First Nations Education Conference, and this episode is their yarn about it. They went as a team, with Jess presenting and Shan hoping for a moment with Anita Heiss at her book signing. Kelly signed up as soon as Jess mentioned Briggs was playing Crowbar that night.  What followed was matching double denim, a two-storey country bar full of Dolly Parton and Alan Jackson, a "Boot Scootin' Boogie" line dance (the only one Jess & Kel know), and a Briggs gig that sent two country disco balls straight into a heavy metal mosh pit. Then comes the after-party story from the ECA conference. It involves a Magic Men show, a fainting episode, a bloke who looks like Channing Tatum, and footage that now lives on Instagram forever  Once everyone stops crying with laughter, the conversation turns serious. The team talks about what being "all in" really looks like, why a Reconciliation Action Plan is far more than a tick-and-flick exercise, and how a CSIRO workshop on traditional sifting and winnowing can change your sensory tubs.  They also discuss why Torres Strait Islander peoples deserve recognition, and how to bring conference learning back to your service before it fades. This is a proper behind-the-scenes episode. Expect to giggle and expect to come away with plenty to think about. Here's a taste of what Jess, Shan and Kelly unpack in this episode, from the giggles to the big ideas: What being "all in" means to Shan. It shows up in the quiet moments when nobody is watching. Shan talks about catching her own biases as they bubble up, reading widely, and gently asking a relative at the family dinner table, "Where did you get that idea?" Sharing the cultural load. Jess explains that "all in" means the whole team, not one passionate educator carrying it all at the front of the room. Reciprocal community relationships. Treat community connections the way you'd treat any relationship you're committed to. Think about what you're giving back and what you're receiving. Celebrations are a starting point, never the finish line. A Reconciliation Week party and some posters are lovely. Daily practice, anti-bias work and the harder conversations are where things actually change. A RAP working group needs many voices. Kelly went to the Narragunnawali session with her mum hat on, because she's part of the working group at her son's early learning service. She explains why educators, families, community members, and both Indigenous and non-Indigenous people belong at that table. Fourteen mandatory actions, and none of them are ever finished. Jess compares a RAP to a Quality Improvement Plan. Each action takes around 18 months to do well, and then you come back to it and go deeper. Acknowledgement of Country is about what you do. If you're paying respects to the Traditional Owners, you need to know who they are. Jess is firm that an Acknowledgement is a commitment to action and should never be recited like a prayer. The CSIRO workshop that won Shan over. Seeds, sand, a paper cup with a hole in it, and tens of thousands of years of Aboriginal science that still runs modern labs today. Jess and Kelly share how yandying with coolamons now adds a cultural layer to their sensory play. The lesson plans are free on the CSIRO website. Torres Strait Islander cultures are their own. Shan was inspired by Michael's session on the distinct nations and cultural practices across the Torres Strait Islands, and on why lumping them in with Aboriginal cultures misses so much. How to make professional learning stick. Debrief on the day, follow up within a week, and try an AI transcription app so ADHD brains (and everyone else) can stay present instead of scribbling notes and photographing every slide. Conferences are where the learning happens, and they're also where the relationships happen. The chats at your table during the breaks stay with you for months.  The team is already counting down to next year's First Nations Education Conference in Sydney, and Shan's advice is simple: if you're on the fence about a conference or retreat, go and do the thing.  At worst, you learn something new and make a few friends. Press play to hear the whole yarn, then head to the Koori Curriculum website to explore our Reconciliation Action Plan course and Acknowledgement of Country webinar. If you find a certain video on the Magic Men Instagram page, please don't tag Jess. Resources discussed in this episode: Koori Curriculum 2027 Leadership Retreat Koori Curriculum Webinars & Courses TIPIAC x Riley Callie Resources National First Nations Education Conference 2027 Koori Curriculum Events Koori Curriculum Professional Development Connect with Jessica Staines: Koori Curriculum Facebook Instagram LinkedIn Koori Curriculum Educator Community Shirley Pearl & Her Bush Friends The Koori Curriculum Club Koori Curriculum Events  Subscribe to Educator Yarns on your favourite podcast platform: YouTube: https://www.youtube.com/@kooricurriculum iTunes: https://podcasts.apple.com/au/podcast/educator-yarns-with-jessica-staines/id1490507882 Spotify: https://open.spotify.com/show/4J2AvSgFVSeUKmkp2cz8hc Amazon: https://music.amazon.com.au/podcasts/022a0fe4-3aa9-43a6-ac60-9fe2cd9d5b8e/educator-yarns-with-jessica-staines Stitcher: https://www.stitcher.com/podcast/educator-yarns-with-jessica-staines iHeart Radio: https://www.iheart.com/podcast/263-educator-yarns-with-jessic-82986004/

We're kicking off season six from the country's beating heart. Jessica Staines recorded this episode at Uluru with two Koori Curriculum team members, Shan Morrison and Kelly Quick, after a few days of on-the-ground research for next year's retreat on Anangu Country. That's the fourth retreat, and it'll bring 40 educators from all over Australia to the Red Centre.  Picture a 4:30 am wake-up, a pitch-black bus, and a huge shadow slowly rising from the flat landscape until Uluru is right there. Then the weather turned. Desert hail at a bus stop stunned even the locals. Camels, a spot of line dancing, and a blessed cancelled tour turned into an unplanned breakfast buffet.  The team also joined the roughly 1% of visitors who've seen waterfalls running down Uluru, the rock shining like someone had painted it silver. The bus ride back was very quiet. The team also gets honest about the hard stuff. Uluru had been greener than anyone could remember after nearly 400 millimetres of rain, yet barely a bird or kangaroo was to be seen, and that silence says a lot about colonisation on Country today.  Then Jess, Shan and Kelly talk about what happens behind the screen. A Koori Curriculum blog drew 567 comments in a single day, most of them racist, and Kelly opens up about her first real look at what Aboriginal businesses cop online. Jess shares a moment at Coles that her four-year-old daughter witnessed, and what the anti-bias approach looks like when it's your own kid asking why a stranger was angry at you. Key Takeaways Being on Country teaches you what a textbook can't. Kelly says she'll be processing this trip "for weeks and weeks to come", and Jess points out that some of the stories guides share belong on Country, so you'll have to come out and hear them yourself. Colonisation is still reshaping the land at Uluru. One tour guide had seen a single kangaroo in more than a year, and the local Anangu community had hunted just one in the past 12 months. They still practise traditional ways, but the animals simply aren't there. Camels and buffel grass make a destructive pair. Australia now has the world's largest wild camel population. The camels eat native fruit without spreading the seeds like emus did, and buffel grass burns at 800 to 900°C, while native grasses burn at 200 to 300°C. That leaves native plants with almost no chance. Cultural knowledge is shared in layers. Guide Reggie taught the team the word tjitji, meaning child, and explained that visitors hear stories at a children's level. Deeper knowledge, including women's and men's business, is protected for a reason. Racism in Australia is predictable, so predictable that marketing runs on it. Shan explains how Meta's algorithms reward any engagement. A post about Aboriginal culture brings out the trolls, while a post about almost anything else gets crickets. Moderating comments is a duty of care. Shan hid around three-quarters of those 567 comments to protect mob and the educators who are just starting this work. Even a short Welcome to Country clip from the First Nations National Education Conference in Brisbane, with nothing political in it, drew racist abuse across 150,000 views. The kindness keeps the work going. Kelly described seeing those comments for the first time as "like being hit in the face". She found her comfort in the inbox, where thank-you emails from educators sharing the blogs with their teams outnumber the hate. Children see racism and need us to name it then and there. Jess knows the anti-bias approach back to front and trains educators in it. Still, when a man sneered at her Welcome Welcomes shirt in front of her daughter, she struggled to find the words. Saying "we'll talk about it later" dismisses what the child has just seen. Every culture in your team deserves a place in the room. Jess asks multicultural teams how they share their own cultures with children, and too often they tell her they don't. "Being different is an asset. It's not a deficit," she says, and she traces that silence back to the White Australia policy and its pressure to assimilate. Curiosity is where it all begins. Shan says the time he feels most Australian is when she's learning about mob. Jess adds that education is a strong form of advocacy, because Aboriginal and Torres Strait Islander culture is part of every Australian's story. This episode will follow you into your next staff meeting, and that's a good thing. Jess leaves you with questions to take back to your team: Who's expected to speak up when racism happens at your service? Do your Aboriginal staff and families know leadership has their back? Does anti-racism show up in your everyday practice, or only around NAIDOC and Reconciliation Week? Grab a cuppa for this one. It's warm and raw, there are some giggles, and it's exactly the yarn educators need right now. Then join the Koori Curriculum Educator Community on Facebook, where Kelly will be posting prompts to keep the yarn going (Jess admits she wouldn't remember to do it herself). Resources discussed in this episode: Koori Curriculum 2027 Leadership Retreat Koori Curriculum Webinars & Courses The Coloniser Lie: 'Civilisation' Arrived in 1788. Busting the 'Nothing' Achieved Myth A "Harmless" Joke, A Boo at Dawn, National Silence After Terrorism: The Road Australia Keeps Making Us Walk The Myth of the "Handout": What Most Australians Get Wrong About Aboriginal People and Welfare Koori Curriculum Events Koori Curriculum Professional Development Connect with Jessica Staines: Koori Curriculum Facebook Instagram LinkedIn Koori Curriculum Educator Community Shirley Pearl & Her Bush Friends The Koori Curriculum Club Koori Curriculum Events  Subscribe to Educator Yarns on your favourite podcast platform: YouTube: https://www.youtube.com/@kooricurriculum iTunes: https://podcasts.apple.com/au/podcast/educator-yarns-with-jessica-staines/id1490507882 Spotify: https://open.spotify.com/show/4J2AvSgFVSeUKmkp2cz8hc Amazon: https://music.amazon.com.au/podcasts/022a0fe4-3aa9-43a6-ac60-9fe2cd9d5b8e/educator-yarns-with-jessica-staines Stitcher: https://www.stitcher.com/podcast/educator-yarns-with-jessica-staines iHeart Radio: https://www.iheart.com/podcast/263-educator-yarns-with-jessic-82986004/

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.

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. 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.

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. 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.

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.   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.

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. 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.

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. 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.