At Rosey Pot Kindergarten, we honour Country as Teacher, recognising Country as a living, relational, and knowledgeable presence. In alignment with the Early Years Learning Framework v2.0 (Australian Government Department of Education [AGDE], 2022), we understand that Aboriginal and Torres Strait Islander perspectives are not an addition to the curriculum but are foundational to it. Country is not merely a physical landscape; it is a dynamic entity that holds memory, story, language, culture, and wisdom. Country teaches ways of listening, relating, caring, and belonging.

Consistent with Aboriginal and Torres Strait Islander perspectives on relationality, interconnectedness, and ways of knowing, being and doing (Dudgeon et al., 2014; Martin, 2007; Williams, 2018), we recognise that children learn through reciprocal relationships with people, place, materials, and the natural world. Positioning Country as Teacher invites children to develop a deep sense of connection to place through sensory experience, observation, and respectful interaction. In this way, Country becomes a co-educator, offering rich opportunities for inquiry, wonder, and knowledge-building.

In daily practice, this means creating space for children to develop meaningful relationships with the land on which we learn. This includes learning the seasons, noticing shifts in weather, identifying local flora and fauna, listening to bird calls, observing the movement of light, caring for plants, and using natural materials with intention. These experiences deepen children’s ecological understanding and strengthen their sense of responsibility and connection as active participants in the ongoing story of this place.

Country as Teacher also guides our pedagogical decisions. We engage in intentional teaching that foregrounds respect, reciprocity, and responsibility—principles central to Aboriginal ways of knowing, being and doing. Educators model how to listen deeply, move gently, and respond thoughtfully to the world around us. Through these practices, children learn that they are part of a larger, interconnected system and that their actions carry meaning.

By foregrounding Country as Teacher, we nurture children’s sense of belonging to community, place, and the living world while fostering dispositions of curiosity, care, responsibility, and stewardship. This approach enriches children’s learning, supports holistic development, and reflects a commitment to honouring the enduring knowledge systems and custodianship of the Traditional Owners of the land on which Rosey Pot Kindergarten stands.