Narooma is a town located on the traditional lands of the Yuin Nation in southeastern New South Wales. The Yuin Nation's territory extends from the Shoalhaven in the north to Eden in the south. The traditional custodians of the Narooma area are the Walbunga people, a clan of the Yuin Nation. The Aboriginal language of the Eurobodalla region is Dhurga, with Dharawal also recognised in some areas.
Source: Wagonga Local Aboriginal Land Council
Building trust requires cultural understanding
Nearly a decade ago, Narooma Preschool Director Kathy Phipps began conversations with the mother of an Aboriginal child attending the service about ways to build relationships with other Aboriginal families.
“She explained that trust is everything, and you have to make time when people make time for you,” shares Kathy. “She described how relationships in Aboriginal culture are circular, not linear like in non-Aboriginal Australian culture. This concept ties into the 8 Ways of Learning (an Aboriginal pedagogy framework ) and the yarning circle, where relationships are built around family and community.”
One precious moment that stays with Kathy is a conversation she and the mother had over the front gate of the preschool.
She shared deeply personal family information and it was at a moment that wasn’t particularly convenient for me. But I remembered her advice: when an Aboriginal family member wants to talk, you need to stop and listen. That was a vital lesson, so I made the time.
These conversations laid the foundation for a sustained effort to form relationships with local Aboriginal families and community members. It also motivated Kathy to embed language and cultural learning into the preschool curriculum.
Securing funding to highlight Dhurga language and culture
This vision was secured last year with a grant from the Commonwealth Department of Infrastructure, Transport, Regional Development, Communications and the Arts. The preschool set to work developing Dhurga Language Learning Packages, launching them in August this year and sharing them with 20 early learning services in the Eurobodalla Shire.
The packages include five Dreamtime stories in Dhurga language and authentic artefacts, designed to engage children and provide a deeper understanding of culture. Rather than off-the-shelf packages, they are customised with input from community.
Narooma Preschool’s approach is backed by the EYLF V2.0, which states:
“Embedding Aboriginal and Torres Strait Islander perspectives in all educators’ philosophy and practice is a key tool to advance Reconciliation. This also contributes to Closing the Gap commitments and fulfilling every Australian child’s right to know about Australia’s First Nations’ histories, knowledge systems, cultures and languages.”
The EYLF goes on to state that embedding these perspectives is the shared responsibility of approved providers, educators, and other professionals working in ECEC settings, regardless of whether Aboriginal and Torres Strait Islander children and families are enrolled in that setting.
Creating authentic resources with local Aboriginal knowledge holders
As part of the project, local knowledge-holders, Patricia Ellis OAM and Kerry Boyenga, together with their brother Waine Donovan, wrote the Dhurga Dictionary and Learner’s Grammar Book. Kathy also invited local Yuin artist Natalie Bateman to illustrate the Dreamtime stories and create storyboards.
Kathy then collaborated with local Yuin craftsman Eddie Moore and the Gadhu craft girls to create authentic artefacts, including boomerangs, spears, coolamons and possum-skin items. The Narooma Men’s Shed also pitched in, making wooden animals and etching patterns using a design created by Narooma Preschool educator and Yuin woman Talia.
The grant money was used to make 20 baskets filled with the storyboards, props and artefacts—all gifted to other ECEC services for children to see, touch and interact with.
Kathy says the preschool is now creating videos that demonstrate how to use the resources and how to integrate Dhurga language into daily practice.
“This allows educators to learn at their own pace without feeling judged,” says Kathy. “We’ve realised that a step-by-step framework can help educators feel less overwhelmed. Our approach starts with reviewing your existing program, identifying opportunities for integrating Aboriginal perspectives, and building on that consistently over time.
“It’s about aligning the resources with your service’s context and philosophy, then critically reflecting on your practice to refine if further.”
In developing the packages, staff members at Narooma Preschool were encouraged to be open about their own biases or experiences.
“As an educator, I’ve had to unpack biases and lead my team in doing the same,” says Kathy. “We started by having open and honest conversations about our experiences and perceptions of Aboriginal people.”
Aboriginal staff members and their families have been instrumental in informing critical reflection and creating a safe space for discussion.
Seven of the preschool's educators attended a language course at TAFE every week for 6 months, with TAFE generously waiving the fees. These educators put in a huge effort to attend the course and are now confident in teaching Dhurga language.
Inspiring others to embed respect and culture in early education
Meanwhile, the preschool’s language project continues to be used extensively and has received accolades far and wide. It won a Community Award from the Rotary Club and Kathy has been asked to be involved in a news piece on WIN TV.
Image via @NaroomaRotaryClub Facebook
“Language and culture are deeply interconnected, and a lack of cultural understanding often creates the widest gap,” says Kathy.
“These opportunities are crucial for bridging that divide. I’m deeply passionate about this work and hope it inspires others to take action. It’s about fostering relationships, embedding respect, and committing to a long-term journey. That’s the essence of community-based preschools.”
Steps to begin your journey
Starting out the journey of embedding Aboriginal and Torres Strait Islander perspectives into your curriculum? Narooma Preschool director Kathy Phipps provides these tips:
- Be bold and brave
- Reach out to local Aboriginal artists and knowledge holders
- Build relationships based on trust and respect
- Be willing to learn
- Back your approach with research and theory
- Start small, reflect often and stay consistent
- Embedding Aboriginal language and culture authentically is a journey, not a quick fix, but it’s incredibly rewarding for educators, children and communities alike.
How to engage with local Knowledge Holders
Kathy suggests the following ways to reach out to local Knowledge Holders:
- Approach the local Aboriginal Land Council
- Attend community events, such as during NAIDOC Week. Visit stalls, introduce yourself and find out who the key people are.
- Be proactive. Do not wait for people to come to you.
- Ask who else could help and be prepared to pay them for their time, for example someone who could do Welcome to Country acknowledgements.
- While children love meeting young Aboriginal people, balance this with respect for the elders.
- Show humility. Be prepared to learn and navigate the community dynamics. This might mean being told you can’t do something the way you want to.
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