For the place-thought walk, I settled on Woodlands Historic Park. The Wurundjeri peoples, the local First Nations people, are located in the historical territory of Woodlands Historic Park. I brought three kids, who ranged in age from 4-6. We took a path that was marked out in the park, letting the kids explore and get a feel for the place. Children can run, play ball games, and engage in imaginative play in the park’s broad, grassy areas. Walking paths offer chances for discovering and exploring nature and honing their observational abilities. This improves their coordination, physical fitness, inventiveness, and fine motor skills.
The youngsters gained knowledge of the “past-present” relationship and the value of the land to the Wurundjeri people through this place-walk experience. They realized the need to acknowledge and respect the Indigenous people’s relationship to the land and the historical and cultural significance of the park. “Connection with the place” Through the place walk, the youngsters could connect with the land and the natural environment. I received an understanding of the interplay between the past and the present, which helps create a sense of historical context and a connection that place can foster a greater understanding of the interdependence between humans and the natural world.
We will design a particular area that depicts the culture and customs of the Wurundjeri people to integrate Indigenous notions into education. Additionally, it showcases works of art, tools for sharing stories, and publications with Indigenous viewpoints. Respect the land’s original inhabitants, learn about their languages and music, and participate in ceremonies and celebrations (Hamm & Boucher, 2018). Teachers can build up one or two experiences in the center based on the artifacts, such as leaves and sticks, that correspond to the kids’ opinions and interests. Children used the artifacts to make collages and paintings in our constructed natural art area.
To ensure the children’s voices were heard and valued during the planning process, I engaged them in conversations about their interests, preferences, and expectations for the place-thought walk. I asked open-ended questions and encouraged them to share their thoughts and ideas. During the walk, the children had the opportunity to collect various artifacts, such as rocks, sticks, leaves, and other natural materials. Regarding these artifacts, the children expressed their creativity and imagination. They might have used sticks to build a fort or a pretend campfire, or they might have used leaves and rocks to make collages or paintings.
Reference
Hamm, C. and Boucher, K. (2018). Engaging with place: foregrounding Aboriginal perspectives in early childhood education. Routledge.