Dreaming Stories A springboard for learning

Dreaming Stories A Springboard For Learning-Free PDF

  • Date:16 Oct 2020
  • Views:1
  • Downloads:0
  • Pages:28
  • Size:1.24 MB

Share Pdf : Dreaming Stories A Springboard For Learning

Download and Preview : Dreaming Stories A Springboard For Learning


Report CopyRight/DMCA Form For : Dreaming Stories A Springboard For Learning


Transcription:

About Early Childhood Australia About SNAICC and the SNAICC. Early Childhood Australia actively promotes Resource Service. the provision of high quality services for all The Secretariat of National Aboriginal and. young children from birth to eight years and Islander Child Care SNAICC formally. their families and supports the important established in 1981 is the national non. role of parents Early Childhood Australia government peak body in Australia. is also the national umbrella organisation representing the interests of Aboriginal and. for children s services and a leading early Torres Strait Islander children and families. childhood publisher,In 2005 SNAICC received funding through. the Australian Government s Early Childhood, About the Research in Practice Invest to Grow Initiative of the Stronger. Series Families and Communities Strategy to,establish a national Indigenous family and. The Research in Practice Series is published,children s resource service which was officially. four times each year by Early Childhood,named the SNAICC Resource Service SRS.
The series aims to provide practical easy to,The SRS works across the family and children s. read up to date information and support to a,services sector with Aboriginal and Torres. growing national readership of early childhood,Strait Islander community based services and. workers The books bring together the best,other services working directly with Aboriginal. information available on wide ranging topics,and Torres Strait Islander children to produce.
and are an ideal resource for children s services,and distribute resources and information in. workers and others interested in the care,four priority areas. and education of young children,The Dreaming Stories A springboard for. learning RIPS publication fits under SRS,Priority Area One Early childhood. Series Editor Julian Fleetwood development parenting and child rearing. Edition Editors Stacey Campton Early Childhood Australia Inc. PO Box 7105 Watson ACT 2602,Jim Castro T 02 6242 1800 F 02 6242 1818.
Sales line 1800 356 900 freecall,E eca earlychildhood org au. Graphic Design Kate Brennan,Copyright 2007,Photographs Courtesy of Kura Yerlo. All rights reserved by, Children s Centre and Early Childhood Australia Inc and SNAICC. Woodville Gardens Material herein must not be reproduced. Preschool in any form without the written permission. of Early Childhood Australia Inc and SNAICC, Andrew Sikorski Registered for posting as a publication. PP232100 00036,ISSN 1440 5148,ISBN10 1 921162 14 7.
ISBN13 978 1 921162 14 5,Printed by Goanna Canberra. ii About the author,1 Introduction,4 Understanding The Dreaming. 6 Choosing the stories,7 Stories that appealed to young children. 15 Stories for adults to mediate,20 Conclusion,22 References and further reading. Dreaming Stories A springboard for learning,About the author.
Jenni Connor has worked as a teacher principal superintendent and curriculum. manager She has developed national and state documents on learning. curriculum and assessment and managed Equity Programs for schools. including Indigenous education She has worked at all levels of education and is. highly regarded for her expertise in relation to young children and their learning. Jenni is currently teaching units for a new course in early education and. care at the University of Tasmania She has written a number of publications. including co authoring Early Childhood Australia s Your child s first year at. school A book for parents, ii Research in Practice Series Volume 14 Number 2 2007. Introduction, Dreaming stories tell the origins of the environment how the Spirit Ancestors. formed and gave life to the land and laid down the Law structures of society. rituals to maintain the life of the land rules for living Above all Dreaming stories. are the stories of the land living with the land and belonging to the land. SNAICC 2005 p 1,Mainstream educators,want to be certain. that materials relating,to Indigenous cultures,and beliefs are. authentic and they,want advice,on how to use,them appropriately.
Dreaming Stories were originally created by Indigenous communities for. Indigenous people They play an important part in the cultural heritage of Aboriginal. and Torres Strait Islander peoples because Indigenous values responsibilities. and spiritual beliefs are woven into the Stories Since the Stories hold great. wisdom for us all children from a range of cultural backgrounds can gain valuable. understandings from them, Mainstream educators want to be certain that materials relating to Indigenous. cultures and beliefs are authentic and they want advice on how to use them. appropriately That is why The Dreaming series produced by Aboriginal Nations. www ablnat com au is such a valuable resource, As Keith Salvat the series Producer said As an education resource The Dreaming. series is regarded as the most credible and informative product available to. Australian schools and educational institutions about Aboriginal and Torres. Strait culture s,Dreaming Stories A springboard for learning. Aboriginal Nations produced 78 episodes,of The Dreaming an animation series based. on Indigenous storytelling The stories are,sourced from Aboriginal and Torres Strait.
Islander communities in consultation with,their Elders and with permission for them to. be re told and animated,A kit containing the stories on DVD and a. teachers guide was distributed through the,Secretariat of National Aboriginal and Islander. Child Care SNAICC in 2005,Sharing Indigenous stories with children. prior to school age, In 2006 SNAICC and Early Childhood Australia ECA wondered if some of the.
stories might be suited to younger children in childcare and preschool settings. so they initiated this research project They thought the animation style of the. production would appeal to young children providing an introduction to Aboriginal. and Torres Strait Islander cultures and beliefs and a springboard for discussion. about significant values and ideas, As Josie Boyle the narrator of two stories in this collection tells us. When I go to schools and show these stories both the black kids and the white. kids respond in a very positive way even those children who do not normally. participate in class discussions do get involved and want to talk about the stories. When I visit preschools it helps to bond the children who are from different ethnic. backgrounds because they all have a common response to the stories They laugh. and see the fun and humour in many of the stories, For the black kids this is important because it helps the other children in the. group understand their culture at a very early age For the white kids it helps them. understand the adventurous nature and the important things in Aboriginal culture. Generally there is a sense of pride that comes from the children that these stories. are about them and about their country, SNAICC and ECA were interested in how educators in Indigenous and other. settings might use the stories for children s learning The result is this book which. focuses on young children prior to school age It complements the teachers guide. SNAICC has distributed for Year One upwards and offers ideas for practitioners. working in the pre school sector, Research in Practice Series Volume 14 Number 2 2007. Centres involved, The centres that agreed to participate in the project were an open childcare centre.
in Darwin a preschool with a culturally mixed population in South Australia a. Multifunctional Aboriginal Children s Service MACS near Adelaide two MACS in. rural Victoria and an Aboriginal Child Care centre in northern Tasmania Fourteen. stories were chosen to trial in the six centres,Selected stories were copied onto DVD and. sent to each location with a request that staff When I go. view them to schools and,show them to children,note children s responses. show these,document the activities they thought stories both. appropriate for the age groups,following the viewing the black kids. provide words of caution about the suitability,of particular stories for different age groups.
and the white,Practitioners were invited to show the DVD to. kids respond in, any of the children in the centre but particularly. to engage children in the three five age group in,a very positive. making meaning from the stories and responding,to them This book records early childhood. way even those,educators responses children who,Information arising from the research is.
organised around,do not normally, brief synopses and interpretations of each participate. story derived from the original story narrators,and other research by this writer in class. key messages identified by centre staff and discussions do. this writer, comments from staff in early childhood settings get involved. activities arising from the story documented,and want to. Some stories were trialled in more than one,talk about.
centre The centres are not identified in connection. with specific activities or comments,the stories,Dreaming Stories A springboard for learning. Understanding The Dreaming,It is important for educators to understand. that Dreaming Stories are not fairytales,they are not fictions made up to entertain. children One original purpose for Aboriginal,and Torres Strait Islander traditional stories. was to lay down rules for living Dreaming,Stories also carry knowledge from one.
generation to another about the world,the Law society and the life and death. They are serious pieces of communication,with a serious purpose Accordingly. educators have a responsibility to treat the,stories with the same respect that they. receive in Indigenous communities,Because they are complex vehicles for. conveying important messages the stories,can be interpreted at a number of levels.
Sveiby Skunthorpe 2006,Level one Level two, A Story may relate to questions children might A Story may give lessons. ask such as Why is some water salty about people living. It explains differences we see in the natural within a community. world and our responsibility to care for it about sharing and. the responsibilities of,individuals leaders and,communities about right. and wrong ways of acting, It is important for educators to understand and the shame that. that Dreaming Stories are not fairytales they follows from breaking. are not fictions made up to entertain children, Research in Practice Series Volume 14 Number 2 2007. They are Level three,A Story may explain the relationship between.
serious pieces of a community and the larger environment the. earth and other Aboriginal and Torres Strait, communication Islander communities It may speak about. the careful maintenance of resources to, with a serious ensure the survival of plants animals and. people or it may give advice about how,purpose to deal with disputes between members of. different communities,Accordingly,educators have,a responsibility. to treat the stories,with the same,respect that,they receive.
in Indigenous,communities,Level four,Not all Stories have a. fourth level When present,it relates to practices and. ceremonies that can be,accessed only by those,who are initiated. through training and long,experience and given the. right and responsibility,to carry the Story and its.
meanings for the benefit,of the community,Dreaming Stories A springboard for learning. Choosing the stories, Educators reported that children under the age of three. did not fully engage with the stories they were shown. although they appeared to enjoy the animation style of. Children in the three five age range were fascinated. by many of the stories and talked enthusiastically about. the characters their actions and their consequences. often relating them to their own lives Young children. seemed most easily to understand stories featuring. animals and familiar landscapes and behaviours,Some educators commented that they were not. comfortable showing young children material containing. violent actions This is an individual professional. decision and other educators said they felt they, could explain why people acted in the way they did. and why it s important to think about the consequences. of our actions, Some educators wondered if the abstract ideas Young children.
in some stories might be beyond young viewers, They had in mind stories that tell about how the seemed most easily. landscape sky and languages were made and to understand. those that include the Spirit world,stories featuring. It is evident however from the reports reproduced, in the fourth chapter that with help from adults animals and familiar. children are able to make sense of many of the landscapes and. sophisticated ideas in these stories,behaviours,Three stories were not trialled for the reasons. discussed above consequently they are not,discussed in this book but are on the DVD that.
accompanies it As always educators need to,make decisions about the materials they use. taking into account the age of the children they,work with their knowledge of the children and. settings might use the stories for children s learning The result is this book which focuses on young children prior to school age It complements the teachers guide SNAICC has distributed for Year One upwards and offers ideas for practitioners working in the pre school sector Research in Practice Series Volume 14 Number 2 2007 Aboriginal Nations produced 78 episodes of The Dreaming

Related Books