Embedding Aboriginal and Torres Strait Islander Perspectives Respectfully

At Greenwich Little Learning Hub, we believe that all children growing up in Australia should learn about, and from, the world’s oldest continuing cultures. This is not about adding the occasional dot painting or boomerang to a program. It is about respectfully embedding Aboriginal and Torres Strait Islander perspectives into everyday practice, in ways that are meaningful, genuine and age-appropriate.

This article is designed for our educators and students in training – and also for families who are curious about how we approach this important responsibility.

Why It Matters

The Early Years Learning Framework (EYLF V2.0) asks us to support children to:

• develop a strong sense of identity

• connect with their world

• respect diversity and act for fairness and sustainability

Embedding Aboriginal and Torres Strait Islander perspectives helps children:

• recognise that they live on Aboriginal land

• understand that Australia has many First Nations cultures, languages and stories

• build respect, empathy and curiosity, rather than stereotypes or tokenism

For First Nations children and families, it also supports pride, belonging and visibility.

Principles for Meaningful, Non-Tokenistic Inclusion

Age-Appropriate Examples for Early Childhood Settings

Below are some practical ways educators and students can embed Aboriginal and Torres Strait Islander perspectives in respectful, age-appropriate ways.

These are examples only – always prioritise local guidance and check that any stories, songs or symbols are appropriate for sharing with young children.

1. Stories and Picture Books

For children	For educators
Share high-quality picture books by Aboriginal and Torres Strait Islander authors and illustrators. Introduce stories that highlight Country, family, animals, seasons and daily life. Use small group story times so children can ask questions and make connections to their own experiences.	Name the author and illustrator, and their mob or Country, when introducing the book. Link the story to EYLF outcomes (identity, connection, wellbeing, communication). Invite children to respond through drawing, dramatic play or storytelling, rather than copying Aboriginal art styles.

2. Songs, Music and Language

For children	For educators
Play and sing age-appropriate songs from Aboriginal and Torres Strait Islander artists. Introduce simple words from the local language (with permission and guidance) – for example, hello, thank you, names of animals or places. Use clapping, movement and call-and-response patterns.	Learn correct pronunciation and meaning; do not “make up” words. Explain to children that languages belong to particular Nations and are precious. Model respect by practising the words yourself and showing that adults are learners too.

3. Daily Acknowledgement of Country

For children	For educators
Begin morning group time with a simple, child-friendly Acknowledgement of Country, such as: “We play and learn on [Name of Country]. We thank the Traditional Owners for caring for this land, and we promise to care for it too.” Invite children to contribute their own ideas about how they care for land, animals and water.	Use the correct local Country name. Explain what “Traditional Owners” means in simple terms. Keep the tone genuine and reflective, not rushed or “just a script”.

4. Nature Play and Caring for Country

For children	For educators
Explore local natural spaces: trees, rocks, sky, water, soil. Talk about how First Nations peoples have cared for Country for thousands of years. Encourage children to share ideas about looking after the environment: picking up rubbish, saving water, protecting animals.	Connect nature play with concepts of respect, responsibility and reciprocity. Use prompts like: “How do you think people cared for this place before there were roads and buildings?” “What can we do today to look after this land?” Link to sustainability practices in the centre (composting, recycling, gardening).

5. Visual Environment and Documentation

For children	For educators
Display a map showing the local Country and other Nations across Australia. Include artworks, posters and photos where Aboriginal and Torres Strait Islander people are represented in contemporary, everyday life (families, professionals, children playing).	Make sure displays are more than decoration – use them as conversation starters. In learning stories and documentation, highlight when children engage with First Nations perspectives (e.g., “connecting with Country”, “learning about language”, “caring for land”). Review your room: whose stories are visible? Are First Nations perspectives present all year?

Working in Partnership With Families

Families may be at different stages in their understanding of Aboriginal and Torres Strait Islander histories and perspectives.

As educators and students, we can:

• Share what we are learning in simple, respectful language.

• Invite families to ask questions or share their own knowledge.

• Be especially mindful of how we support First Nations families to feel welcome, heard and respected.

A parent-friendly way to frame it might be:

“We want all children to grow up knowing they live on Aboriginal land, and to feel proud of the world’s oldest continuous cultures. If you ever have questions about the resources we use or how we talk about this with children, we’d love to chat.”

In Summary

Embedding Aboriginal and Torres Strait Islander perspectives is not a one-off activity; it is an ongoing, thoughtful process.

For our educators and students, this means:

• Listening to First Nations voices

• Reflecting on our own practice and assumptions

• Planning experiences that build real understanding, not stereotypes

• Honouring children’s questions, curiosity and capacity to learn about Country and culture

For families, it means knowing that when your child comes to Greenwich Little Learning Hub, they are growing up in a learning community that respects the First Peoples of this land – and invites every child to walk gently, curiously and kindly on Country.

If you’d like to know more about how we embed Aboriginal and Torres Strait Islander perspectives in your child’s room, please speak with your child’s educators or Centre Manager. We are always learning and always open to conversation.

Helpful Resources for Meaningful Practice

• Reconciliation Australia - Free resources, webinars and tools for Acknowledgement of Country, cultural awareness and Closing the Gap initiatives.

• Early Childhood Australia (ECA) - Position statements, articles and professional learning on cultural competence and EYLF implementation.

• Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) - Maps of language groups, Nations and Country boundaries. Essential for accurate Acknowledgements.

• SNAICC - Secretariat of National Aboriginal and Islander Child Care - National peak body for Aboriginal and Torres Strait Islander children. Resources on cultural safety, early years strategies and Closing the Gap.

For book recommendations, ask your Educational Leader for our centre's approved list of authentic First Nations authors and illustrators.