By BEST Childcare Consulting
Across Australia, 26 January carries many meanings. For some it is Australia Day. For First Nations peoples, it is also known as Survival Day and Invasion Day—a reminder of loss, resilience, strength, culture and Country.
In early childhood education and care (ECEC), our role is not to choose one meaning, but to honour the diverse identities of children, families, staff, and communities. This means acknowledging truth, celebrating Aboriginal and Torres Strait Islander cultures, and ensuring that children grow with respect, empathy, and cultural safety.
On 27 January, the Yabun Festival—Australia’s largest one-day celebration of Aboriginal and Torres Strait Islander cultures—provides a joyful, strengths-based opportunity to highlight music, dance, history, art, storytelling, and community pride. Yabun reminds us that First Nations cultures are not only ancient, but thriving and growing.
When approached with reflection, sensitivity, and genuine partnership, these dates help services strengthen relationships, build cultural competence, and embed reconciliation meaningfully and respectfully.
Explaining Australia Day in a Culturally Sensitive, Inclusive Way
Australia Day is recognised on 26 January, marking the arrival of the First Fleet in 1788. For many Australians, this date represents a time to celebrate the country we live in today—our diverse communities, shared values, natural landscapes, sporting achievements, and the many cultures that make modern Australia vibrant and unique.
However, for Aboriginal and Torres Strait Islander peoples, 26 January is not a day of celebration. It marks the beginning of colonisation, dispossession, and profound loss. Many First Nations peoples call it Invasion Day, Survival Day, or Day of Mourning. These words reflect truth-telling and the lived experiences passed down through generations.
In early childhood education, our role is to hold both perspectives with respect. We acknowledge the pain the date represents for First Nations peoples while also recognising that families may choose to celebrate Australian identity, unity and togetherness in their own ways.
A culturally safe, inclusive approach means:
- Respecting all experiences — recognising that 26 January feels different for different people.
- Listening and learning — acknowledging Aboriginal and Torres Strait Islander histories, cultures and voices.
- Celebrating diversity — honouring all the cultures that now call Australia home, including the world’s oldest living cultures.
- Focusing on shared values — kindness, belonging, connection to community, respect for each other and for Country.
By approaching Australia Day with sensitivity, honesty and inclusivity, we create space for every child and family to feel seen, respected and valued — while upholding our ethical responsibility to teach truthfully and build cultural safety.
What is Yabun Festival?
Yabun Festival is Australia’s largest annual one-day celebration of Aboriginal and Torres Strait Islander cultures. Held on 27 January in Sydney on Gadigal land, it features live music, traditional and contemporary dance, cultural performances, panel discussions, food, art, and storytelling. The word Yabun comes from the Gadigal language meaning “music” or “song.”
Yabun is a vibrant, community-led event that honours the strength, survival and continuing cultures of First Nations peoples. For early childhood services, it provides a powerful opportunity to share positive stories, celebrate identity, and spotlight the richness of Aboriginal and Torres Strait Islander achievements.
Supporting Adults to Celebrate in a Culturally Sensitive Way
For many adults, approaching 26 January and Aboriginal and Torres Strait Islander celebrations can feel intimidating. We often worry about “getting it wrong,” saying the wrong thing, or accidentally causing harm — and that fear can hold us back from trying at all. But cultural sensitivity isn’t about perfection; it’s about openness, respect, and the willingness to learn. When adults engage with curiosity, listen to First Nations voices, seek guidance from reputable sources, and reflect honestly on our own perspectives, we grow in confidence. Each small step — asking questions, learning the true history, using respectful language, choosing inclusive resources — helps create safer spaces for children. When we model courage, humility and continuous learning, we show children that celebrating culture respectfully is not only possible, but deeply meaningful.
Staff Professional Development: Building Cultural Confidence, Respect and Safety
Creating an inclusive, culturally safe approach to 26 January and Yabun Festival begins with educator knowledge, reflective practice, and ongoing professional learning. Cultural competence is not a one-off activity — it develops through relationships, listening, humility, and respectful engagement with Aboriginal and Torres Strait Islander peoples.
1. Engage in Cultural Safety & Respectful Practice Training
Encourage all educators and leaders to participate in professional development that deepens understanding of First Nations histories, cultures and perspectives.
- Koori Curriculum – Cultural Confidence Training & Resources
https://kooricurriculum.com
(Specialist First Nations early-childhood consultancy offering PD, guides, videos and cultural-confidence programs.) - Working in Intercultural Ways (ECA & Koori Curriculum)
https://learninghub.earlychildhoodaustralia.org.au/working-in-intercultural-ways-program/
(A powerful course guiding educators to work ethically and responsively across cultures.) - Australian Human Rights Commission – Cultural Safety Framework
https://humanrights.gov.au/our-work/aboriginal-and-torres-strait-islander-social-justice/projects/cultural-safety-framework
Educators can reflect together on:
- What does cultural safety mean for our service?
- How do we avoid stereotypes or tokenistic practices?
- How do we ensure children hear diverse voices and truths respectfully?
- How do our own perspectives influence what we teach?
2. Use Reconciliation Action Plans (RAPs) to Guide Practice
A RAP supports services to take meaningful, sustained action.
Narragunnawali RAP Platform
https://www.narragunnawali.org.au/rap
Staff can review the RAP priority actions before 26–27 January so programming decisions align with reconciliation commitments.
3. Learn From Community Voices, Not Just Resources
A respectful approach includes partnering with local Aboriginal organisations and Elders (if your community determines this is appropriate).
Aboriginal Affairs WA – Local contacts
https://www.aboriginalaffairs.wa.gov.au/
Staff can engage in yarning, community events, listening circles or cultural-awareness training to deepen genuine understanding.
4. Strengthen Staff Reflection Cycles
Use staff meetings or reflective journals to explore:
- Why is 26 January experienced differently by different families?
- How can truth-telling be gentle, age-appropriate and respectful?
- How can we support children’s sense of identity through Country and culture?
- How do we prepare for discussions children may initiate?
Encouraging reflective questioning helps educators build cultural responsiveness, not just cultural knowledge.
5. Promote Consistent, Thoughtful Messaging Across the Service
Leadership teams should ensure all staff share a common understanding of how the service:
- communicates about 26 January respectfully
- celebrates Aboriginal and Torres Strait Islander cultures meaningfully
- presents Yabun Festival content positively and proudly
- ensures culturally safe conversations for children and families
This clarity ensures every educator upholds cultural respect and safety in their interactions.
6. Use Koori Curriculum Resources for Everyday Guidance
Koori Curriculum provides practical tools perfect for staff meetings, reflection journals, RAP planning, and A&R preparation:
- cultural confidence modules
- books and discussion guides
- early childhood case studies
- music, language and art guidance
- community-building strategies
- reconciliation-aligned programming templates
Their approach supports educators to build confidence progressively and respectfully, without fear of “getting it wrong.”
Koori Curriculum Main Page: https://kooricurriculum.com
KC Book & Resource Shop (for children’s books & educator tools): https://kooricurriculum.com/collections/all
Educational Programming Ideas (with Links)
1. Truth-telling Through Age-Appropriate Conversations
Read picture books that gently introduce Aboriginal and Torres Strait Islander perspectives (e.g., Somebody’s Land, Coming Home to Country, Family).
AIATSIS – Truth-telling & shared histories: https://aiatsis.gov.au/explore/truth-telling
SNAICC – Early childhood resources: https://www.snaicc.org.au
Book: Somebody’s Land: https://www.allenandunwin.com/browse/books/childrens/somebodys-land-adam-goodes-9781760526726/
Use simple language such as:
“Some people celebrate Australia Day. Some people feel sad because this date reminds them of when Aboriginal peoples’ land was taken. We listen to everyone’s stories.”
2. Acknowledgement of Country Children Can Understand
Create a class Acknowledgement of Country using child voice.
Invite children to draw the land, sky, plants and animals they are grateful for.
Display at the front of the service for the whole week.
Narragunnawali Early Learning Acknowledgement of Country: https://www.narragunnawali.org.au/rap/actions/1/acknowledgement-of-country
Noongar Boodjar – local Country information: https://www.noongarculture.org.au/
3. Yabun Festival Celebration (27 January)
Share recordings of Yabun performances (song, dance, interviews) from previous years.
Yabun Official Site (videos, recordings, history): https://www.yabun.org.au
Invite local Elders, artists or community members (if appropriate) for storytelling or music.
Connecting with local Aboriginal organisations (WA): https://www.aboriginalaffairs.wa.gov.au/
Explore Aboriginal instruments (clapsticks, drums) respectfully—focusing on rhythm and connection.
Information on Aboriginal music and instruments – ABC Education: https://education.abc.net.au/home#!/media/1042324/aboriginal-music
4. Cultural Art Experiences (Respectfully Delivered)
Use natural materials such as ochre tones, charcoal, gum leaves or sand artworks.
Focus on symbols, patterns, connection, and Place, not sacred designs.
Use Narragunnawali for culturally safe art guidance.
Narragunnawali teacher resources – arts & culture: https://www.narragunnawali.org.au/resources
Australian Museum – Aboriginal symbols overview: https://australian.museum/learn/cultures/atsi-collection/first-peoples-experiences/symbols-and-art/
5. Learning Through Nature & Country
Go on a “mini Country walk”: noticing eucalyptus scent, birds, insects, soil and sky.
Teach local Noongar/Nyungar (or other local language) names for animals and plants.
Noongar Language – Wordlists & audio: https://www.noongarculture.org.au/language/
Discuss how Aboriginal peoples have cared for Country for thousands of years.
How Aboriginal peoples care for Country – ABC Education: https://education.abc.net.au/home#!/media/1362933/caring-for-country
6. Family Engagement
Ask families how they would like these days approached.
Share a reflective post acknowledging diverse views about 26 January.
Invite families for a small Yabun-inspired afternoon.
Reconciliation Australia – engaging families in reconciliation: https://www.reconciliation.org.au
SNAICC – Family partnerships: https://www.snaicc.org.au/family-support/
7. Staff Professional Reflection
Hold a staff meeting on cultural safety and truth-telling.
Cultural Safety Framework – Australian Human Rights Commission: https://humanrights.gov.au/our-work/aboriginal-and-torres-strait-islander-social-justice/projects/cultural-safety-framework
Update your RAP.
Narragunnawali RAP platform: https://www.narragunnawali.org.au/rap
QIP write ups
QA1 – Educational Program and Practice
Embedded Practice:
Educators consistently embedded diverse perspectives by offering developmentally appropriate truth-telling books, Yabun Festival music, and Country walks. These were naturally woven into daily routines and conversations.
Critical Reflection:
The team reflected on the meaning of 26 January and adjusted programming to ensure cultural safety and inclusivity, considering the voices of children and families.
Meaningful Engagement:
Families contributed insights about how they observe the date, and educators incorporated this feedback, strengthening trusting relationships and cultural responsiveness.
QA2 – Children’s Health and Safety
Embedded Practice:
Respectful emotional safety practices were prioritised by ensuring conversations about 26 January were gentle, age-appropriate, and sensitive to differing family histories.
Critical Reflection:
Educators analysed how cultural identity impacts children’s wellbeing and modified interactions to create safe spaces for expression and questions.
Meaningful Engagement:
The service collaborated with families and local Aboriginal community members to ensure cultural safety and positive identity-building.
QA3 – Physical Environment
Embedded Practice:
Learning environments included natural materials and culturally respectful artworks that reflected Aboriginal and Torres Strait Islander cultures authentically and meaningfully.
Critical Reflection:
The team reviewed the use of certain symbols, patterns, and resources to ensure they were culturally appropriate and consulted external guidance where needed.
Meaningful Engagement:
Children’s artwork, stories, and contributions were displayed respectfully, celebrating their developing appreciation for Country and culture.
QA4 – Staffing Arrangements
Embedded Practice:
Educators collaborated closely to ensure all staff approached 26 January and Yabun in a consistent, culturally safe manner.
Critical Reflection:
Team meetings focused on self-awareness, privilege, history, and reflective practice to deepen cultural competence.
Meaningful Engagement:
Staff engaged in shared learning experiences such as viewing Yabun performances together and discussing reconciliation goals.
QA5 – Relationships with Children
Embedded Practice:
Educators fostered safe discussions where children could share thoughts freely and respectfully, acknowledging diverse feelings and family perspectives.
Critical Reflection:
The team reflected on ways to communicate about history and culture without causing fear or confusion, adjusting language and support strategies accordingly.
Meaningful Engagement:
Children’s voices shaped Acknowledgements of Country and creative projects, reinforcing identity and belonging.
QA6 – Collaborative Partnerships with Families and Communities
Embedded Practice:
The service actively included families in decision-making around how 26 January would be approached and promoted community events such as Yabun Festival.
Critical Reflection:
Educators reflected on past years’ approaches and worked to strengthen cultural safety and transparency in communications.
Meaningful Engagement:
Families, Elders, and community members were invited to contribute stories, music, language, and guidance, strengthening partnerships and shared understanding.
QA7 – Governance and Leadership
Embedded Practice:
The leadership team ensured policies, RAP goals, and programming documentation aligned with reconciliation commitments and cultural safety principles.
Critical Reflection:
Management reflected on the ethical responsibilities of early childhood education when approaching 26 January and implemented improved resources and staff learning.
Meaningful Engagement:
Leaders engaged with families and community representatives to guide decision-making, ensuring the service demonstrated respect, truth-telling and continuous improvement.
Links & Resources
Truth-Telling & Cultural Safety
- Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS): https://aiatsis.gov.au
- Narragunnawali – Reconciliation in Schools & Early Learning: https://www.narragunnawali.org.au
Yabun Festival
- Yabun Festival (past recordings & cultural content): https://www.yabun.org.au
Picture Books
- Somebody’s Land (Adam Goodes & Ellie Laing)
- Coming Home to Country (Bronwyn Bancroft)
- Welcome to Country (Aunty Joy Murphy & Lisa Kennedy)
Language Resources (WA-specific)
- Noongar Language Resources – Noongar Boodjar: https://www.noongarculture.org.au
ECEC Resources
- ACECQA Cultural Competence: https://www.acecqa.gov.au/nqf/national-quality-standard/qa1-educational-program-and-practice
- Secretariat of National Aboriginal and Islander Child Care (SNAICC): https://www.snaicc.org.au
BEST Childcare Consulting
At BEST Childcare Consulting, we help services strengthen cultural safety, embed reconciliation authentically, and prepare confidently for Assessment & Rating. Whether you need Mock ECRU Spot Checks, QIP development, Exceeding write-ups, or curriculum planning, we are here to support your journey toward excellence.
As always, use these inspirations to lead your service throughout the whole year in your everyday practices to truly earn an Exceeding rating.
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