Scenario: Yarning Circle and Talking Stick Sarah has recently been employed by Blue Bay Early Learning Centre. Sarah is very proud of having just achieved the Diploma of Children's Services and she is also very proud of her Aboriginal heritage. Part of the daily practice at the service is a 'Morning Meeting' with the older children and their Educator to share ideas and experiences and give suggestions for the day's program. Sarah realises that this routine is very similar to a Yarning Circle,' which is a popular group experience in her culture. Sarah feels that the concept of a Yarning Circle could be incorporated into the Morning meeting and decides to discuss her idea at the next team meeting. At the meeting, Sarah used some resources to explain to her colleagues how Yarning Circles are conducted. Sarah's ideas were enthusiastically accepted by her colleagues who were keen to implement the idea of a Yarning Circle into the morning routine. Sarah was thrilled! She also told of another transition, that of the Talking Stick! This is a decorated stick which is passed around the circle and held by the person whose turn it is to talk. This idea was also very well received. The following week Sarah was invited to explain the concept of a Yarning Circle and Talking Stick to the older children. The morning meetings became known as the Yarning Circle and the children quickly learned to use the talking stick. Explain why the above scenario is a positive example of how Aboriginal and/or Torres Strait Islander culture can be effectively communicated and integrated into the daily program. Question 5 Read the scenario and answer the related question. You should draw on the knowledge you have acquired from the text and readings, as well as researching possible additional resources. Gabrielle (3.3yrs) has recently enrolled at Blue Bay Early Learning Centre. Gabrielle and her parents moved to Australia from France 3 months prior. Gabrielle is bilingual and is learning both French and English. Gabrielle's parents would like the service to continue to encourage Gabrielle to speak in both languages, however focusing mainly on using English when communicating within the service. Back in France the family felt a strong community presence in their lives and were part of many different sporting clubs and social Early Childhood Education and Care. 41