In this chapter we will consider the need for all early childhood educators to develop a rich understanding of and respect for Aboriginal* cultures and languages and how this respect can be shared with young children. We will also explore the importance for Aboriginal children of reflecting on Aboriginal culture and language in early childhood settings. This is challenging for many non-Aboriginal educators and we will look at the many respectful ways that both Aboriginal and non-Aboriginal people can bring these understandings into educational settings. The best ways are listening to authentic Aboriginal voices and using quality children's literature that genuinely reflects contemporary Aboriginal culture and language, thereby allowing Aboriginal authors to speak about their culture through their work.
Anticipated outcomes for the chapter
After working through this chapter, you should be able to:
• recognise that many Aboriginal languages and dialects are spoken and taught across the nation
• identify the languages or dialects spoken in your community using some of the resources supplied
• understand that many contemporary Aboriginal children may speak Aboriginal English, a dialect of English, and be aware of some strategies to support them
• evaluate the authenticity of contemporary texts to share with young children and identify stories with Aboriginal perspectives or written by Aboriginal authors
• share contemporary and Dreamtime stories by providing children with knowledge about the people who tell them, the languages in which they are told and the country to which the stories belong.
SCENARIO: KAY
Kay is reading to her young son, who is in the early years of primary school. She is reading a story written by an Aboriginal author and in the story the child lists the activities that he does with his mother and the illustrations show that the characters are Aboriginal. When Kay looks at her son, she notices from his expression how connected he is to the story because it reflects his life. They then read another story by an Aboriginal author about an emu egg in which the character makes a cake with her mother's help. This cake is special because it has been made with an emu egg. When she presents the cake to her family her Uncle says ‘flamin’ big cake, girl’. At this point in reading the story Kay's son says, ‘Mum, read that again, read that again’.
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