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    Indigenous Education and Perspective

    Lesson 1: Prior to school age children

    Experience

    The indigenous games are very important for the children for the growth of their brain and body both. The board games are there for the exploration of children’s growth and imaginary power. Besides that the block corner constructing along with the art and musical revue makes a child to grow in a better way.

    Description

    The creation of the board games depends a lot in the development of the children. The first things that have to be done designing a board game are;

    1. The ideas have to be written down before creating the board games.
    2. The theme and the mechanism of the game should be very effective so that the children can move according to the theme of the game.
    3. Uses of dice and markers are very effective as the children likes to capture the colorful things such as the picture cards. The board games where the 4 children can play together are such as the picture tools or the dice movements. Snakes and ladders, scrabble or any race games can be organized so that many more than two children can be able to play those together. That can affect their brains to be more effective and organized and also it can develop the brain s of the children very quickly (Creative Spirits, 1969).

    Rationale

    These strategies have been chosen for the development of children's brain as well as the skills of them. The board games on the family are also important as it allows quality time with the family members face to face and it helps the children to understand the communication process with the family members or the teachers.

    Improve social skills it is also important before the development of the children socially. Here, the little players learn to follow the rules, learns to communicate with the other children as well as the teacher or the trainer.

    Reduces stress The games are usually such types that the children needs to concentrate on it and it should be organized in a simple and attractive way so that the children can be able to find it very interesting. The minds can be very relaxing for them. The games with the laughter can release the pressures and keep the children in a comfortable situation. The feelings of being together are also forms during that period (Aboriginal history timeline, 2010).

     

    Figure 1: skills gained

    (Source: Aboriginal history timeline, 2010)

     

    Resources

    The resources of the children’s playing area as well as the learning outcomes of them has to be arranged in a way so that the proper adjustment can be made according to their preferable games and benefits. The use of the markers and the boards are very essential for the better looks and attractiveness. Various types of cardboard can also be used for getting the attention from more number of people (Loke et al. 2016).

    Several pitters of the animals can be shown to them and observe the reaction of them. Besides that the children can also be select their own games or any picture from the given pictures of animals. Maki9ng of cards with pictures is very important as the children in their development period observe the picture more rather than any written things. Use of picture books along with the drawing table set up is a necessary part of their learning

     

    Figure 1: board games

    (Source: Loke et al. 2016)

    Introduction

    The trainer or the teacher should start with the lesson with a poem or song so that the children do not get feared by the atmosphere they are going. The communication with the children is very important from the introduction day. It can be by sharing some stories or by wresting to them in a beautiful way.

    Strategies

    The strategies that can describe the learning ways can be such as inviting those children for participation in the games. Constantly one needs to encourage the children. The approaches should be very clear and effective, audio visual effect can be used for this. The learning of the children should be like playing games, pressurize upon them can give a negative result (Assessment and Reporting Authority [ACARA], 2019).

    Conclusion

    This part of the study shows how a child can be treated for their early learning and skill development power. An experienced trainer, who has the knowledge to deal with the children, can easily cope up with the children make them feel free.

    Lesson 2: Primary school age children

    Experience

    Here, the children aged 8-9 years are little more different from the children aged 3-5 years. The primary level children like more the games and plays that are the main satisfactory part of them. Games such as scrabble, boggle, upwards and many more are understandable by them in a more efficient way (Early Childhood Australia, 2012).

    Description

    With the increasing of the age, the children become more knowledgeable and start to take various realistic incidents as part of their learning. The guardians of those children along with the teachers have to observe the children every minute so that they cannot take any wrong or unreliable information from anywhere. There are various games for children aged 8-9 years. Game of life, goodly games, game of sorry, game of menology, clue, checkers, chess, bingo and many more are some of the games that a child can learn from.

    Rationale

    The children from the previous year’s experiences and learning know the facts and things that they are needed for getting the knowledge and fun experiences by learning. Moreover, the children can relate the things from the previous school experiences too. The fun games help the children to know about many facts that are very interesting and correlating for the next step of their learning. The playing with the fun games, taking of a field trip, pressurizes the children for the math or any other subject that is not interested from the children's point of view is very dangerous for their future growth. The children should be given a free environment for them to grow with simple and effective way. It increases the ability of the children’s brain capability or the ability to take anything (AITSL, 2017).

    Resources

    The above study has shown the children about the picture card of the animals or the various colorful images that can be very helpful for the growth of them, but now the children of the 9 years old need of some practical views of those pictures ied items or things so that they can relate those pictures to the real view in open eyes. Some places like the zoo or museum where the real life presentation are already have, the children must watch them to get a real life experience. They observer deeply how the animals look like, how they walk or their shape, everything is being noticed by them (Creative Spirits, 1999).

    Introduction

    The introduction with the real life experiences materials and all have to be introduced to them very neatly so t5hat they can easily understand each and every activities of their previous and also the present status of learning.

    Strategies

    The strategies should be very simple and it should be represented to them in a way that can be acceptable by them very easily. The teacher or the training institute or even the guardian can be the enthusiastic part for the participation of children within any cultural activity. However, the proper approaches can be the best part of learning.

    Conclusion

    This part of the learning project has shown some modifications or the adjustable issues that are needed for the development of the children. Therefore, the growth of the children has to be gone through some specific ways.

    3. Reflection

    Identification of racism

    It is the belief of the superior that tells about the race one over another. It is very important to identify racism for delivering a better presentation to the children. Culture is one of the most important racism in the development of the children. A loyal relationship with the children has been made by this time period. Therefore the critical approaches have to be implementation for the organization of the planning and strategy in a more effective way. The racism and the discrimination can be seen as the formation of the prejudice. Sometimes it is also defined as the prejudice is part of the antipathy and a tendency is there. The tendency is like ignoring or avoiding other forms or types. Conceptual overlap between various terms and conflates is one the disadvantages of prejudice. The main fact of the prejudice that can be observed is tolerance. This is something that gives the power of tolerance (Creative Spirits, 2010).

     Gordon all port defined prejudice as the feeling or the favor of like or dislike for a person and it is based on the real life experience or the real views of the culture of a society that can be very effective in the development of anyone. Besides that the radicalization is the method to identify of the relationship of social culture or the group of that that doesn't identify the own capability and ability. Prejudiced of any person against a country is called the Xenophobia when there have been seen any issues of fear or hate.

    4. Embedding indigenous perspective and education

    Indigenous education refers to a process of teaching about indigenous knowledge, method or model within an education system. Aim of indigenous education contains multilateral aspects, while the end objective is to preserve indigenous culture and skills (Madden, 2015). However, teachers in early years learning and primary classroom are responsible to advocate families of children, apart from making their families understand enhanced educational effectiveness by inclusive model of indigenous education. For instance, a community-based model of inclusion ensures that all participants become active in defining their own educational de4velopment level. In this context, an educational advocate's role is to install this pedagogy through parents’ active involvement in decision-making process that further ensures that their support is positively influencing children’s learning and development.

    Teacher-parent collaboration is another key aspect that needs to be carried out by teachers for mitigating risk of non-indigenous teacher’s stereotypes about indigenous people. On the other hand, indigenous perspective in primary schools is considered as an essential component that promotes an idea of supporting teachers’ to carry out improved in community development regard (sydney.edu.au, 2019). Going beyond stereotypes and promoting a respectful relationship with having adequate knowledge about indigenous success can be implemented as a motivating factor, as well. Using Reconciliation Australia as an information resource can be aligned with this purpose, supposed to be served by teachers as an advocate.

    5. Using authentic learning experiences for learning sessions with all children

    Authentic learning is a component of an instructional teaching approach that provides respondents a room to explore and construct valuable relationships with significant context involving real-world application ground. For embedding the sense of cultural and community collaboration value among all respondent children, modeling a proper teaching approach is important, therefore. For example, language immersion model can be incorporated with an authentic learning session conductance to help students attain higher academic achievement through proficiency in a native language (McIvor & Parker, 2016). However, following are two significant aspects that further requires to be embedded with this

    Embedding theory and ways of knowing

    Four patters in ways of knowing concept might be specified in this context. These patterns are personal, ethical, empirical and aesthetic knowing. However, for an indigenous learning approach, eight ways have been incorporated with a basic framework that ensures cultural competence, in addition (education.nsw.gov.au, 2019). Based on the common ground between indigenous pedagogy and western educational model in mainstream pedagogy defines these ways that include the following:

    • Visualisation of an explicit lesson plan
    • Narrating learning
    • Self-reflective learning
    • Learning through metaphors
    • Innovative learning approach
    • Modeling learning session in smaller segments
    • Promoting environmental practice of learning
    • Social and cultural value practicing

    Embedding these ways in an inclusive practice of education is likely to be effective in case of its implementation complying with suitable approach of promoting diversity in regards to race, age, gender, apart from a cultural background.

    Eliminating tokenistic approach

    Tokenistic approach is an approach that supports pretending to promote inclusion and diversity in class-environment. For indigenous education, celebrating the NAIDOC week or conducting short-term learning session including language immersion or other knowledge development approaches.

     

     

     

    References

    AITSL. (2017). Eight ways of learning. Retrieved on 15th September from https://www.aitsl.edu.au/tools-resources/resource/eight-ways-of-learning-illustration-of-practice

    Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d.) F-6/7 Humanities and Social Sciences Curriculum. Retrieved on 17th September from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f-10?layout=1#yl-2

    Creative Spirits (n.d.). Aboriginal history timeline (1900 - 1969). Retrieved on 15th September from https://www.creativespirits.info/aboriginalculture/timeline/searchResults?q=&category=any&yearFrom=1900&yearTo=1969

    Creative Spirits (n.d.). Aboriginal history timeline (1900 - 1969). Retrieved on 18th September from https://www.creativespirits.info/aboriginalculture/timeline/searchResults?q=&category=any&yearFrom=1900&yearTo=1969

    Creative Spirits (n.d.). Aboriginal history timeline (1970-1999)  ). Retrieved on 19th September from https://www.creativespirits.info/aboriginalculture/timeline/searchResults?q=&category=any&yearFrom=1970&yearTo=1999

    Creative Spirits (n.d.). Aboriginal history timeline (2000-2010)  ). Retrieved on 15th September from https://www.creativespirits.info/aboriginalculture/timeline/searchResults?q=&category=any&yearFrom=2000&yearTo=2010

    Creative Spirits (n.d.). Aboriginal history timeline (current times) Retrieved on 12th September from https://www.creativespirits.info/aboriginalculture/timeline/searchResults?q=&category=any&yearFrom=2011&yearTo=

    Early Childhood Australia. (2012, 26 August). Early Years Learning Framework Professional Learning Program (Producer). Part 1: A philosophy of respect - Reconciliation and relationships. Talking about Practice (TAPS). Retrieved on 19th September from http://www.earlychildhoodaustralia.org.au/nqsplp/e-learning-videos/talking-about-practice/reflecting-on-practice/

    education.nsw.gov.au (2019) News Retrieved on 19th September from: https://education.nsw.gov.au/teaching-and-learning/aec/aboriginal-education-in-nsw-public-schools

    Loke, P., Koplin, J., Beck, C., Field, M., Dharmage, S. C., Tang, M. L., & Allen, K. J. (2016). Statewide prevalence of school children at risk of anaphylaxis and rate of adrenaline autoinjector activation in Victorian government schools, Australia. Journal of Allergy and Clinical Immunology138(2), 529-535. Retrieved on 5th September 2019 from: https://www.jacionline.org/article/S0091-6749(16)00381-X/fulltext

    Madden, B. (2015). Retrieved on 20th September 2019 from: Pedagogical pathways for Indigenous education with/in teacher education. Teaching and Teacher Education51, 1-15. https://daneshyari.com/article/preview/373920.pdf

    McIvor, O., & Parker, A. (2016). Back to the future: Recreating natural Indigenous language learning environments through language nest early childhood immersion programs. The International Journal of Holistic Early Learning and Development3,21-35. Retrieved on 20th September 2019 from: https://ijheld.lakeheadu.ca/article/download/1444/794

    sydney.edu.au (2019) News Retrieved on 20th September 2019 from: https://sydney.edu.au/education_social_work/learning_teaching/ict/theory/cross-curriculum/indigenous_perspectives.shtml

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