
'Good medicine': playgroup brings generational joy
But now there's an extra reason she looks forward to these special bonding times - she attends the Marra Elders Playgroup, which started only a few weeks ago but has already won her heart.
"I call it good medicine," Lisa told AAP.
The benefits are multiple.
Her granddaughter, whose great grandparents live some distance away, instead gets to learn from the other Elders in the group but so too does Lisa love the opportunity to yarn with them.
"I didn't grow up around a lot of my own Elders because my Elders were already passed away," she said.
"This has been a great opportunity for myself to be able to learn and listen as well."
Many families don't have access to Elders for various reasons, says Ingrid Coad, manager of the Aboriginal Elders Village in Adelaide, where the playgroup is run.
But the Elders at the village relish being able to pass down stories and language to not only the littlest attendees of the playgroup but the generations between too.
"They're actually teaching the little ones in Pitjantjatjara the heads, shoulders, knees and toes song," Ms Coad said.
"They're also teaching the mums and the grandmothers and the residents who don't speak Pitjantjatjara, they're also learning those words."
Each fortnight at the playgroup, run in collaboration with Aboriginal Community Services, Playgroup SA and local cultural community centre Marra Dreaming, the Elders and the children come together for painting, cooking, storytelling, music and weaving activities.
"For our Elders, this exciting new program brings joy, purpose and connection, reducing isolation and celebrating their vital role in raising strong, culturally connected children," said Graham Aitken, chief executive of Aboriginal Community Services, which runs the village.
"This is a true community approach where young and old come together to support one another, learn from each other and build strong, inclusive communities."
The playgroup has run for about a month but Ms Coad has already noticed the difference it has made to the residents of the only First Nations aged care home in Adelaide.
"We have a lot of residents who have various stages of dementia and when they see the little ones you can see their smiles," she said.
"They laugh with them, they interact with with the little ones, they're less anxious.
"It's as if they're seeing their own grannies so that's one of the benefits, the joy of seeing the little ones playing with them.
"It's so nice."
Lisa loves having "nanna days" on a Friday with her one-year-old granddaughter.
But now there's an extra reason she looks forward to these special bonding times - she attends the Marra Elders Playgroup, which started only a few weeks ago but has already won her heart.
"I call it good medicine," Lisa told AAP.
The benefits are multiple.
Her granddaughter, whose great grandparents live some distance away, instead gets to learn from the other Elders in the group but so too does Lisa love the opportunity to yarn with them.
"I didn't grow up around a lot of my own Elders because my Elders were already passed away," she said.
"This has been a great opportunity for myself to be able to learn and listen as well."
Many families don't have access to Elders for various reasons, says Ingrid Coad, manager of the Aboriginal Elders Village in Adelaide, where the playgroup is run.
But the Elders at the village relish being able to pass down stories and language to not only the littlest attendees of the playgroup but the generations between too.
"They're actually teaching the little ones in Pitjantjatjara the heads, shoulders, knees and toes song," Ms Coad said.
"They're also teaching the mums and the grandmothers and the residents who don't speak Pitjantjatjara, they're also learning those words."
Each fortnight at the playgroup, run in collaboration with Aboriginal Community Services, Playgroup SA and local cultural community centre Marra Dreaming, the Elders and the children come together for painting, cooking, storytelling, music and weaving activities.
"For our Elders, this exciting new program brings joy, purpose and connection, reducing isolation and celebrating their vital role in raising strong, culturally connected children," said Graham Aitken, chief executive of Aboriginal Community Services, which runs the village.
"This is a true community approach where young and old come together to support one another, learn from each other and build strong, inclusive communities."
The playgroup has run for about a month but Ms Coad has already noticed the difference it has made to the residents of the only First Nations aged care home in Adelaide.
"We have a lot of residents who have various stages of dementia and when they see the little ones you can see their smiles," she said.
"They laugh with them, they interact with with the little ones, they're less anxious.
"It's as if they're seeing their own grannies so that's one of the benefits, the joy of seeing the little ones playing with them.
"It's so nice."
Lisa loves having "nanna days" on a Friday with her one-year-old granddaughter.
But now there's an extra reason she looks forward to these special bonding times - she attends the Marra Elders Playgroup, which started only a few weeks ago but has already won her heart.
"I call it good medicine," Lisa told AAP.
The benefits are multiple.
Her granddaughter, whose great grandparents live some distance away, instead gets to learn from the other Elders in the group but so too does Lisa love the opportunity to yarn with them.
"I didn't grow up around a lot of my own Elders because my Elders were already passed away," she said.
"This has been a great opportunity for myself to be able to learn and listen as well."
Many families don't have access to Elders for various reasons, says Ingrid Coad, manager of the Aboriginal Elders Village in Adelaide, where the playgroup is run.
But the Elders at the village relish being able to pass down stories and language to not only the littlest attendees of the playgroup but the generations between too.
"They're actually teaching the little ones in Pitjantjatjara the heads, shoulders, knees and toes song," Ms Coad said.
"They're also teaching the mums and the grandmothers and the residents who don't speak Pitjantjatjara, they're also learning those words."
Each fortnight at the playgroup, run in collaboration with Aboriginal Community Services, Playgroup SA and local cultural community centre Marra Dreaming, the Elders and the children come together for painting, cooking, storytelling, music and weaving activities.
"For our Elders, this exciting new program brings joy, purpose and connection, reducing isolation and celebrating their vital role in raising strong, culturally connected children," said Graham Aitken, chief executive of Aboriginal Community Services, which runs the village.
"This is a true community approach where young and old come together to support one another, learn from each other and build strong, inclusive communities."
The playgroup has run for about a month but Ms Coad has already noticed the difference it has made to the residents of the only First Nations aged care home in Adelaide.
"We have a lot of residents who have various stages of dementia and when they see the little ones you can see their smiles," she said.
"They laugh with them, they interact with with the little ones, they're less anxious.
"It's as if they're seeing their own grannies so that's one of the benefits, the joy of seeing the little ones playing with them.
"It's so nice."
Lisa loves having "nanna days" on a Friday with her one-year-old granddaughter.
But now there's an extra reason she looks forward to these special bonding times - she attends the Marra Elders Playgroup, which started only a few weeks ago but has already won her heart.
"I call it good medicine," Lisa told AAP.
The benefits are multiple.
Her granddaughter, whose great grandparents live some distance away, instead gets to learn from the other Elders in the group but so too does Lisa love the opportunity to yarn with them.
"I didn't grow up around a lot of my own Elders because my Elders were already passed away," she said.
"This has been a great opportunity for myself to be able to learn and listen as well."
Many families don't have access to Elders for various reasons, says Ingrid Coad, manager of the Aboriginal Elders Village in Adelaide, where the playgroup is run.
But the Elders at the village relish being able to pass down stories and language to not only the littlest attendees of the playgroup but the generations between too.
"They're actually teaching the little ones in Pitjantjatjara the heads, shoulders, knees and toes song," Ms Coad said.
"They're also teaching the mums and the grandmothers and the residents who don't speak Pitjantjatjara, they're also learning those words."
Each fortnight at the playgroup, run in collaboration with Aboriginal Community Services, Playgroup SA and local cultural community centre Marra Dreaming, the Elders and the children come together for painting, cooking, storytelling, music and weaving activities.
"For our Elders, this exciting new program brings joy, purpose and connection, reducing isolation and celebrating their vital role in raising strong, culturally connected children," said Graham Aitken, chief executive of Aboriginal Community Services, which runs the village.
"This is a true community approach where young and old come together to support one another, learn from each other and build strong, inclusive communities."
The playgroup has run for about a month but Ms Coad has already noticed the difference it has made to the residents of the only First Nations aged care home in Adelaide.
"We have a lot of residents who have various stages of dementia and when they see the little ones you can see their smiles," she said.
"They laugh with them, they interact with with the little ones, they're less anxious.
"It's as if they're seeing their own grannies so that's one of the benefits, the joy of seeing the little ones playing with them.
"It's so nice."

Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles


The Advertiser
2 days ago
- The Advertiser
'Sense of belonging' helps Indigenous kids at school
Holistic support for Indigenous students, combining tutoring with cultural activities and engagement with Elders increases attendance and improves confidence at school, a study has found. Attendance levels and grades, as well as confidence and sense of belonging at school were measured among more than 500 students at 47 schools across NSW, where the Aurora Education Foundation delivered its Redefining Indigenous Success in Education program. The five-year initiative has three levels of support, with the most basic covering tutoring services and a laptop for students. Alongside tutoring, the two more intensive programs include up to $1000 financial assistance for students each semester, cultural activities or camps, and days where students' families could engage with staff, Elders and mentors in the program. In the most intensive program, fewer students wanted to stay home from school at least one or twice a week (17 per cent) when compared to the program with the basic level of support (35 per cent), the evaluation found. Students in the most supported programs reported stronger feelings of school belonging compared to their peers receiving basic support. They also had higher confidence in their future - 76 per cent compared to 59 per cent. "It makes sense that when students are getting the supports they need, they're more likely to go to school more," Aurora Education Foundation chief executive Leila Smith told AAP. Ms Smith, a Wiradjuri woman, said the $1000 financial support for students also helped to change students' mindsets, with the teens who received it reporting increased happiness and more confidence. While tutoring is important, Ms Smith said this study shows a range of supports are needed to make a real difference to students. "If they don't feel confident as an Indigenous person or they're experiencing racism in the classroom, tutoring alone isn't going to cut through," she said. The Redefining Indigenous Success in Education initiative was co-designed alongside Indigenous families, Elders and communities. Ms Smith said it was important to listen to families about what success meant to them, and design a holistic program, led by Indigenous ways, to support students. "Targeted, culturally grounded support works," she said. "We now have the evidence to back what communities have long known, which is that strong relationships, high expectations and systems designed with us can deliver real change." Holistic support for Indigenous students, combining tutoring with cultural activities and engagement with Elders increases attendance and improves confidence at school, a study has found. Attendance levels and grades, as well as confidence and sense of belonging at school were measured among more than 500 students at 47 schools across NSW, where the Aurora Education Foundation delivered its Redefining Indigenous Success in Education program. The five-year initiative has three levels of support, with the most basic covering tutoring services and a laptop for students. Alongside tutoring, the two more intensive programs include up to $1000 financial assistance for students each semester, cultural activities or camps, and days where students' families could engage with staff, Elders and mentors in the program. In the most intensive program, fewer students wanted to stay home from school at least one or twice a week (17 per cent) when compared to the program with the basic level of support (35 per cent), the evaluation found. Students in the most supported programs reported stronger feelings of school belonging compared to their peers receiving basic support. They also had higher confidence in their future - 76 per cent compared to 59 per cent. "It makes sense that when students are getting the supports they need, they're more likely to go to school more," Aurora Education Foundation chief executive Leila Smith told AAP. Ms Smith, a Wiradjuri woman, said the $1000 financial support for students also helped to change students' mindsets, with the teens who received it reporting increased happiness and more confidence. While tutoring is important, Ms Smith said this study shows a range of supports are needed to make a real difference to students. "If they don't feel confident as an Indigenous person or they're experiencing racism in the classroom, tutoring alone isn't going to cut through," she said. The Redefining Indigenous Success in Education initiative was co-designed alongside Indigenous families, Elders and communities. Ms Smith said it was important to listen to families about what success meant to them, and design a holistic program, led by Indigenous ways, to support students. "Targeted, culturally grounded support works," she said. "We now have the evidence to back what communities have long known, which is that strong relationships, high expectations and systems designed with us can deliver real change." Holistic support for Indigenous students, combining tutoring with cultural activities and engagement with Elders increases attendance and improves confidence at school, a study has found. Attendance levels and grades, as well as confidence and sense of belonging at school were measured among more than 500 students at 47 schools across NSW, where the Aurora Education Foundation delivered its Redefining Indigenous Success in Education program. The five-year initiative has three levels of support, with the most basic covering tutoring services and a laptop for students. Alongside tutoring, the two more intensive programs include up to $1000 financial assistance for students each semester, cultural activities or camps, and days where students' families could engage with staff, Elders and mentors in the program. In the most intensive program, fewer students wanted to stay home from school at least one or twice a week (17 per cent) when compared to the program with the basic level of support (35 per cent), the evaluation found. Students in the most supported programs reported stronger feelings of school belonging compared to their peers receiving basic support. They also had higher confidence in their future - 76 per cent compared to 59 per cent. "It makes sense that when students are getting the supports they need, they're more likely to go to school more," Aurora Education Foundation chief executive Leila Smith told AAP. Ms Smith, a Wiradjuri woman, said the $1000 financial support for students also helped to change students' mindsets, with the teens who received it reporting increased happiness and more confidence. While tutoring is important, Ms Smith said this study shows a range of supports are needed to make a real difference to students. "If they don't feel confident as an Indigenous person or they're experiencing racism in the classroom, tutoring alone isn't going to cut through," she said. The Redefining Indigenous Success in Education initiative was co-designed alongside Indigenous families, Elders and communities. Ms Smith said it was important to listen to families about what success meant to them, and design a holistic program, led by Indigenous ways, to support students. "Targeted, culturally grounded support works," she said. "We now have the evidence to back what communities have long known, which is that strong relationships, high expectations and systems designed with us can deliver real change." Holistic support for Indigenous students, combining tutoring with cultural activities and engagement with Elders increases attendance and improves confidence at school, a study has found. Attendance levels and grades, as well as confidence and sense of belonging at school were measured among more than 500 students at 47 schools across NSW, where the Aurora Education Foundation delivered its Redefining Indigenous Success in Education program. The five-year initiative has three levels of support, with the most basic covering tutoring services and a laptop for students. Alongside tutoring, the two more intensive programs include up to $1000 financial assistance for students each semester, cultural activities or camps, and days where students' families could engage with staff, Elders and mentors in the program. In the most intensive program, fewer students wanted to stay home from school at least one or twice a week (17 per cent) when compared to the program with the basic level of support (35 per cent), the evaluation found. Students in the most supported programs reported stronger feelings of school belonging compared to their peers receiving basic support. They also had higher confidence in their future - 76 per cent compared to 59 per cent. "It makes sense that when students are getting the supports they need, they're more likely to go to school more," Aurora Education Foundation chief executive Leila Smith told AAP. Ms Smith, a Wiradjuri woman, said the $1000 financial support for students also helped to change students' mindsets, with the teens who received it reporting increased happiness and more confidence. While tutoring is important, Ms Smith said this study shows a range of supports are needed to make a real difference to students. "If they don't feel confident as an Indigenous person or they're experiencing racism in the classroom, tutoring alone isn't going to cut through," she said. The Redefining Indigenous Success in Education initiative was co-designed alongside Indigenous families, Elders and communities. Ms Smith said it was important to listen to families about what success meant to them, and design a holistic program, led by Indigenous ways, to support students. "Targeted, culturally grounded support works," she said. "We now have the evidence to back what communities have long known, which is that strong relationships, high expectations and systems designed with us can deliver real change."


Perth Now
2 days ago
- Perth Now
'Sense of belonging' helps Indigenous kids at school
Holistic support for Indigenous students, combining tutoring with cultural activities and engagement with Elders increases attendance and improves confidence at school, a study has found. Attendance levels and grades, as well as confidence and sense of belonging at school were measured among more than 500 students at 47 schools across NSW, where the Aurora Education Foundation delivered its Redefining Indigenous Success in Education program. The five-year initiative has three levels of support, with the most basic covering tutoring services and a laptop for students. Alongside tutoring, the two more intensive programs include up to $1000 financial assistance for students each semester, cultural activities or camps, and days where students' families could engage with staff, Elders and mentors in the program. In the most intensive program, fewer students wanted to stay home from school at least one or twice a week (17 per cent) when compared to the program with the basic level of support (35 per cent), the evaluation found. Students in the most supported programs reported stronger feelings of school belonging compared to their peers receiving basic support. They also had higher confidence in their future - 76 per cent compared to 59 per cent. "It makes sense that when students are getting the supports they need, they're more likely to go to school more," Aurora Education Foundation chief executive Leila Smith told AAP. Ms Smith, a Wiradjuri woman, said the $1000 financial support for students also helped to change students' mindsets, with the teens who received it reporting increased happiness and more confidence. While tutoring is important, Ms Smith said this study shows a range of supports are needed to make a real difference to students. "If they don't feel confident as an Indigenous person or they're experiencing racism in the classroom, tutoring alone isn't going to cut through," she said. The Redefining Indigenous Success in Education initiative was co-designed alongside Indigenous families, Elders and communities. Ms Smith said it was important to listen to families about what success meant to them, and design a holistic program, led by Indigenous ways, to support students. "Targeted, culturally grounded support works," she said. "We now have the evidence to back what communities have long known, which is that strong relationships, high expectations and systems designed with us can deliver real change."


West Australian
3 days ago
- West Australian
Emma Garlett: With its roots in mourning, NAIDOC Week is now a celebration
Today, NAIDOC Week is one of the most significant events on the Australian calendar. Around the country, we gather to celebrate the strength, courage, leadership and resilience of First Nations people throughout our history. We honour our elders and champion our youth. We hold walks and art exhibitions, family days and award ceremonies. There are festivals and sporting events and school assemblies. NAIDOC Week has its roots in an act of protest by Indigenous activists in Sydney, who held what they called the Day of Mourning back on January 26, 1938. From those beginnings, NAIDOC Week has grown into a week-long festival to not only mourn what we have lost but to commemorate our achievements and culture. Here in Perth, we'll hold the NAIDOC National Awards, celebrating the best of Blak excellence. It is what it is today in our State because of the hard work of our elders, including Glenda Kickett. Dr Kickett has spent the past 18 years on the NAIDOC Perth Committee, 17 of which she has been its chairwoman. She's seen the event grow from humble beginnings. 'When we started there wasn't any NAIDOC Week. We had our first ceremony in Forrest Place with a tiny tent. over the 18 years I have seen it grow so much,' she said. '(Today) there are so many events across Perth and WA. It is not just Aboriginal people it is non-Indigenous people getting involved.' This year's NAIDOC theme is The Next Generation: Strength, Vision & Legacy. Dr Kickett said it was essential that we have a pipeline of talent; young leaders who can celebrate the work that has been done already and build upon it. Leadership programs such as Miss NAIDOC and Mr NAIDOC helped to bring some of those young people to the fore, giving them the platform they need to strive for progress into the future. NAIDOC Week 2025 begins this Sunday and runs for eight days. And as important as it is, and as entrenched as it has become on the Australian calendar, Dr Kickett says NAIDOC Week isn't the be all and end all. 'We should be celebrating all the time, not just on NAIDOC week,' she said. As NAIDOC Week continues to grow, it is a powerful reminder of how far we have come, as First Nations peoples and as an inclusive Australian country. It is an opportunity to uplift the next generation of leaders and to bring the entire community together to learn, yarn and celebrate Aboriginal and Torres Strait Islander history and achievement. Emma Garlett is a legal academic and Nylyaparli-Yamatji-Nyungar woman