Welcome to storytime with Kate!

Hey Educators!

Kate's story from practice

I once worked with a child who had a hard start in life. He was anxious and on edge, so we let him move between two rooms to feel safe and know what to expect. He was four and a half, still in nappies, with sore skin that needed care. One day, he walked to the easel. I always set one up with jars of paint. He asked to paint. He chose a dark, muddy colour and covered the whole page. The paint was thick and it dripped. The next day he did the same with an even darker colour. He kept going like this each day, filling every inch. I didn’t stop him. I watched. Over time, he used less paint. The paper was no longer soaked. He still painted with care, but he left space. Then, near the end of the second week, he chose a light colour. It was a clear shift. I am not a psychologist, yet I believe the painting helped him show feelings that were too heavy to speak. That is the power of art.

Quote of the month

“A possum skin was an Aboriginal child’s first blanket. The underside of the skin was incised … with symbols that were significant to the clan group and connected the child spiritually to the land and the spirit ancestors.” Sue Atkinson, the author of Possum Skin pedagogy, an Aboriginal researcher and Elder.

Samara Early Learning

Chief Visionary of Samara Early Learning

I help early childhood educators start nature-based schools or add the nature-based approach to their existing curriculum so they can support young children learning with nature in order to live full, rich lives. If you're looking to integrate nature into your early childhood teaching, my newsletter is for you!

A theory of the month: Possum Skin Pedagogy

Today's focus is not on one particular theorist, but the holistic and unique approach to learning: The First Nations perspectives. I have recently been learning more and more about traditional custodians' ways of learning and knowing, and it has changed my attitudes towards nature, sustainability and connection to the land. Possum Skin Pedagogy is deeply rooted in Indigenous Australian cultures, particularly among the Wurundjeri people of the Kulin Nation in Victoria, Australia. This approach to teaching and learning draws extensively from Indigenous knowledge, traditions, and practices, providing a comprehensive framework that honours cultural continuity, connection to the land, and respect for community (Atkinson, 2002). The Possum Skin Pedagogy was created by Sue Atkinson Lopez. It is a framework for early childhood education that incorporates Aboriginal perspectives into childcare practices. It uses the possum skin cloak, a significant object in Aboriginal culture, as a metaphor for how knowledge is passed down through generations.

No photo description available. — One way to apply Possum Skin Pedagogy is to start using symbols, drawing as a key language to talk about nature and Country.

One of the key ideas is the connection to land/ country. For example, I am writing this post on the land of the Bunurong people and I am heartfully thankful to the Bunurong people, their Elders, past and present, for looking after this land.

There are so many ways to apply this pedagogy, e.g. by adding visual language, learning on Country, learning about resilience, learning about native plants and survival. The philosophy is based on a few narratives. If you want to delve deeper, check this wonderful resource.

The image from Melbourne Museum Bunjilaka Centre we visited with pre-service teachers

A song of the month

This song is a gift from one of my NZ students, Courtney. It is about a little rabbit. It is in the Maori language, the First Nations language of New Zealand.

Maths Resource of the month: Clay and native plants

Learning ON Country involves sustainable resources, such as clay and gum nuts, and sticks

As a teacher, I used to be scared of clay. Clay is messy, unknown, it is hard to mould. As a mature educator, I love clay!
Clay is an amazing tool for children’s learning because it combines sensory exploration, creativity, and problem-solving in a way that few other materials can. No wonder Reggio Emilia teachers love it so much. Research shows that clay engages both fine and gross motor skills, strengthens hand muscles, and supports pre-writing development through rolling, pinching, and shaping (Edwards, 2010). It also allows for open-ended play where children can test ideas, take risks, and express emotions, aligning with Vygotsky’s ideas about creativity and scaffolding through play.
Clay naturally calming and helps children to focus, while encouraging persistence as they experiment with joining, carving, and reshaping. Its tactile qualities make it highly inclusive, offering every child a way to engage meaningfully regardless of language or developmental level.
Clay is also a powerful mathematics resource. As children roll, pinch, and flatten clay, they explore early geometry concepts like shape, size, and symmetry. Making coils and balls helps them compare lengths, diameters, and volumes. When they divide a slab of clay into parts, they are experiencing fractions and early concepts of division in a tangible way. Clay encourages measurement and comparisonlonger, shorter, thicker, thinner—while supporting pattern making, sequencing, and spatial reasoning. According to Clements and Sarama (2009), hands-on, manipulative experiences like this are critical in building children’s foundational mathematical thinking. In this way, clay is not just an art material but also a versatile, evidence-based maths resource that helps children connect abstract concepts to real, hands-on experiences.

Book of the month: Country

The book of the month is Country by Aunty Fay Muir. I love Country because it gives young children a gentle and powerful way to understand that land is more than just a place, it is alive and part of who we are. The words are simple yet full of meaning, and the rhythm of the text makes it perfect for sharing aloud in a group. The illustrations are vibrant and layered with cultural symbolism, inviting children to notice patterns and connect with nature. Most of all, I value how this book brings an authentic First Nations voice into the classroom, helping children build respect, curiosity, and a sense of belonging.

May be an image of text that says "M Country AUNTY AUNTYFAYMUIR&SUELAWSON FAYMUIR FAY MUIR & SUE LAWSON withillustration illustrations by CHERYL DAVISON with"

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WHAT IS YOUR FAVOURITE RESOURCE, BOOK OR GAME FOR YOUNG CHILDREN?

Thanks for reading, and I hope these resources spark new ideas in your classroom. Stay tuned for next month’s edition; remember, creativity is key to keeping the joy in learning!

All the best,
Storykate 🪇

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Visit my Storykate Blog for free stories, articles, and all kinds of wonderful resources on the world of puppetry in early childhood. You’ll also find courses and other tools to support your teaching journey.

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