Engaging children in Acknowledgement of Country in early childhood education

In early childhood education, Acknowledgement of Country has become a familiar part of daily practice. But as the sector continues to deepen its commitment to reconciliation, many educators are asking a more important question: How do we help children genuinely understand what an Acknowledgement of Country means?

Rather than treating it as a scripted moment, leading practice now emphasises supporting children to build a real sense of connection to Country, respect for First Nations peoples, and awareness of their own role in caring for the places where they live and learn.

This shift reflects a broader movement across the sector, away from token gestures and towards meaningful, embedded cultural competence.

Children are naturally observant. They notice landforms, animals, weather patterns, and the rhythms of the places they inhabit. These observations create a powerful foundation for understanding Country.

When educators frame Acknowledgement of Country through children’s lived experiences, the grass beneath their feet, the birds they hear in the morning, the creek they visit on walks, it becomes a practice rooted in belonging and respect, not memorisation.

A meaningful Acknowledgement helps children learn that:

• They are on the lands of a specific First Nation
• First Peoples have cared for these lands for tens of thousands of years
• We all have a responsibility to look after Country and each other

This aligns closely with the EYLF’s focus on identity, connectedness, wellbeing and community.

Many services have moved away from adult-style wording and instead support children to express their own understanding in simple, truthful language. This might sound like:

• “We are on Yugambeh Country today.”
• “Thank you to the First Peoples for looking after this place.”
• “We promise to care for the land, the water and our friends.”

These child-led acknowledgements are not only developmentally appropriate, they are often more authentic.

Acknowledgement becomes most meaningful when it is woven into everyday routines rather than reserved for formal gatherings. Educators are increasingly integrating it into:

• Morning meetings and group times
• Outdoor transitions, such as pausing to notice the sky or the wind
• Nature walks, where children observe local plants and animals
• Sustainability routines, like composting, watering gardens or caring for animals
• Storytelling, art and music, using local language where appropriate

These moments help children connect Acknowledgement with action, a key principle in reconciliation.

Children’s questions often open the door to deeper learning. Educators can build on this curiosity by exploring:

• Local landmarks and natural features
• Traditional stories shared with permission
• First Nations perspectives on seasons, weather and caring for Country
• Maps showing the Country they live on
• Words from local language groups, used respectfully and with guidance

These experiences help children understand that Country is alive, interconnected and cared for.

The sector is increasingly aware of the risks of tokenistic practice. Acknowledgement of Country should never be:

• Performed without understanding
• Treated as a compliance task
• Reduced to cultural symbols without context

Instead, services are encouraged to build relationships with local Elders, engage with community knowledge, and align their practices with their Reconciliation Action Plan (if they have one).

This strengthens governance, supports cultural safety, and ensures that Acknowledgement is grounded in respect.

Across services, educators are seeing children express Acknowledgement in creative, meaningful ways:

• Using gestures such as touching the ground or placing a hand on their heart
• Creating drawings or maps of their understanding of Country
• Singing simple chants or rhythmic acknowledgements
• Offering their own words of thanks
• Linking Acknowledgement to caring-for-Country actions

These expressions show that children are not simply repeating words, they are developing a relationship with the place they belong to.

Acknowledgement of Country is not a single moment but an evolving practice. As children grow, their understanding deepens. As educators reflect, their practice strengthens. And as services build relationships with First Nations communities, their approach becomes more grounded and respectful.

In this way, Acknowledgement of Country becomes what it is intended to be: a living expression of respect, connection and shared responsibility.

This article draws on insights from CELA’s Amplify! blog on engaging children in Acknowledgement of Country.