Watch out, Snakes about

We are 6 days into spring, and today we celebrated National Early Childhood Educators day with another local family day care with coffee’s babycino’s and melting moments galore at Tenterden reserve at Port Macdonell. The wind stopped us from being able to do craft so we moved locations to Clarkes park. We did some lovely craft activities before heading off for a bush walk and the two educators with 8 children in tow started wondering the slightly overgrown bush path.

We spotted flowers, snow peas, a possum house which had fallen out of a tree and then as one of the children Tripped and I caught them looking down this child quite literally would have landed on a snake instead of in my arms. But I was there, wow was I there, I grabbed the other child walk beside me and recalled Adelyn from a few metres ahead and the children all stopped when I told them too.

This experience prompted me to write todays post, watch out snakes about! Today we are going to look at snakes, what to do when bushwalking, what to do when we see a snake and a series of activates for us to do in the coming weeks to extend our learning.

So lets get to it!

When it comes to Australia, it is not an uncommon occurrence to see snakes through warmer months, after all we share our continent with about 170 species of land snakes, some equipped with venom more toxic than any other snakes in the world.

Most snakes would prefer to slither away from us than stay and fight. “Snakes don’t perceive humans as food and they don’t aggressively bite things out of malice. Their venom is used to subdue prey that would otherwise be impossible for a snake to eat,” says Dion Wedd, curator of the Territory Wildlife Park, NT. “If their only escape route is past a human with a shovel, then they are likely to react in the only way they can.”

Snakes in Australia:

Lets start by looking at the most dangerous snakes in Australia! EEK

The 10 most dangerous snakes in Australia:

1. Eastern brown snake (Pseudonaja textilis)

Found: throughout the eastern half of mainland Australia Fast-moving, aggressive and known for their bad temper, eastern brown snakes, together with other browns are responsible for more deaths every year in Australia than any other group of snakes. You will likely find a brown snake in an area populated with mice and small easy to catch creatures!

2. Western brown snake (Pseudonaja nuchalis)

Found: widespread over most of mainland Australia – absent only from the wetter fringes of eastern Australia and south-western Western Australia The western brown snake is less venomous than the Eastern brown, however is still highly dangerous and part of the group of snakes that causes the most fatalities in Australia. They are generall fast moving and nervous, will strike quickly if cornered then making a quick get away!

3. Mainland tiger snake (Notechis scutatus)

Found: along the south-eastern coast of Australia, from New South Wales and Victoria to Tasmania and the far corner of South Australia Mainland tiger snakes are responsible for the second-highest number of bites in Australia, as they inhabit highly populated areas along the east coast, including some metropolitan areas of Melbourne. Bites are fatal if untreated, causing pain in the feet and neck, tingling, numbness and sweating, followed by breathing difficulties and paralysis. The venom also damages the blood and muscles, leading to renal failure. 4. Inland taipan (Oxyuranus microlepidotus)

Found: in cracks and crevices in dry rocky plains where the Queensland, South Australia, New South Wales and Northern Territory borders converge Reclusive and rare, the inland taipan hides out in its remote, rocky habitat. This snake only makes the top 10 because of its highly toxic venom, considered to be the most potent of any land snake in the world; it has the potential to kill an adult human within 45 minutes. 5. Coastal taipan (Oxyuranus scutellatus)

Found: in an arc along the east coast from northern New South Wales to Brisbane and northern Western Australia. They are fond of sugarcane fields. Extremely nervous and alert, they put up a ferocious defence when surprised or cornered, ‘freezing’ before hurling their lightweight body forward to inflict several lightning-fast snapping bites. However, they’re not usually confrontational and would much rather escape any threat. 6. Mulga snake (Pseudechis australis)

Found: throughout Australia, except in Victoria, Tasmania and the most southern parts of Western Australia – the widest distribution of any Australian snake The mulga is the heaviest venomous snake in Australia and has the largest-recorded venom output of any in the world. Southern mulgas are reported to be shy and quiet, whereas northern specimens are much more agitated if disturbed – when they throw their heads from side to side and hiss loudly. Mulgas bite savagely, even hanging on and chewing as they inject massive amounts of highly toxic venom, which destroys blood cells and affects the muscles and nerves. 7. Lowlands copperhead (Austrelaps superbus) Found: in relatively cool and cold climates in south-eastern Australia, southern Victoria, Tasmania and the islands of Bass Strait The lowlands copperhead is the only venomous snake found above the snow line, active in weather usually considered too cold for snakes. A water lover, copperheads snakes are at home around dams, soaks, canals, drainage ditches and along the verges of roads. Copperheads are shy and prefer to avoid humans, though they live in populated and agricultural areas. If cornered, they will hiss loudly, flatten their body and flick or thrash about, usually without biting. With further provocation they may lash out, though they are slow to strike and can be inaccurate. 8. Small-eyed snake (Rhinoplocephalus nigrescens)

Found: widely distributed along the east coast, from Victoria to Cape York At about 50cm long, the small-eyed snake may be petite but its venom can pack a punch and shouldn’t be underestimated. Little is known of its toxicity, but bites have caused illnesses in snake handlers and there has been one known fatality. The venom contains a long-acting myotoxin that continues to attack muscle tissue (including the heart muscle) for days after the bite. 9. Common death adder (Acanthophis antarcticus)

Found: in eastern Australia (except the far north and south), southern South Australia and Western Australia The common death adder is an ambush predator that sits motionless, concealed in leaf litter, sand or gravel, twitching the worm-like lure on the end of its tail to attract prey. Unlike other snakes that flee from approaching humans crashing through the undergrowth, common death adders are more likely to sit tight and risk being stepped on, making them more dangerous to the unwary bushwalker. They are said to be reluctant to bite unless actually touched. 10. Red-bellied black snake (Pseudechis porphyriacus) Found: distributed down the east coast (though not to Tasmania) and slightly into south-eastern South Australia The red-bellied black snake is somewhat less venomous than many other Australian snakes, but you’re more likely to come across it in urban areas and its bite is certainly no picnic, causing significant illness and requiring medical attention. Red-bellied blacks are one of the few large venomous snakes still found in the Sydney region, and at 2m-long are capable of eating other snakes. They are not particularly aggressive and will escape from humans if possible, but when threatened will flatten their bodies and hiss loudly. The venom causes blood-clotting disorder and muscle and nerve damage, enough to knock you off your feet, but rarely deadly. No deaths have been confirmed from bites by this species.

Ok I don’t know about you but reading about all these, makes my skin crawl! And makes me wonder why we even leave our house in summer. But lets look at snake safety, because as a parent and an educator, I believe that we should educate to be smart not educate to be scared or afraid of snakes (or spiders or anything else).

What is a snake?

Snakes are very very interesting creatures and we should teach children to look at them as such, so lets have a look at some quick facts about snakes:

• A snake is a reptile with a long, thin body but no legs. Some lizards are legless and look like snakes, however, most lizards have eyelids, and snakes do not.

• All snakes eat live prey, which is grabbed and swallowed whole without chewing it into pieces.

• Snakes are covered with rows of scales. Scales are hardened folds in the outer layer of skin. A scale can be shiny and smooth, or it can have a ridge running down the middle. A snake molts, or sheds its skin, many times during its life and you sometimes come across snakes in the bush, last year we found one in our back yard (yuck).

• Snakes don't have ears, so they cannot hear most sounds. But they can sense when prey is near through vibrations in the ground. Snakes can see very well, too. Snakes flick out their tongue to “taste” the air, which gives them information about their surroundings. although snakes do not have a voice, they make a hissing sound by sending air through an opening in their mouth.

• Most snakes move by pushing the scales on the underside of their body against the ground. The body moves in a series of S-shaped loops.

• Most snakes live alone for most of the year. Some kinds gather for mating or hibernation. Most snakes lay eggs, but others give birth to live young.

Activities:

Lets have a look at some learning opportunities now:

The Early Years Learning Framework and National Quality Standards acknowledges the importance of outdoor learning environments, after all, spending time outside should be encouraged and considered a normal part of Australian Culture:

'Outdoor learning spaces are a feature of Australian learning environments. They offer a vast array of possibilities not available indoors. Play spaces in natural environments include plants, trees, edible gardens, sand, rocks, mud, water and other elements from nature. These spaces invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature. They foster an appreciation of the natural environment, develop environmental awareness and provide a platform for ongoing environmental education.'

With this in mind, we should consider how learning about snakes and how to interact in our environment can assist with environmental education and snakes just like any other animals or insect in the outdoors should be considered as a possible risk especially during the warmer months as they sun themselves on roads, and paths increasing our risk as parents, educators and children that we may accidentally find ourselves face to face with a snake.

Lets get to the fun part:

I am going to break some learning down for you to link directly to The Australian Early Years Learning Framework, click the expandable tabs below to open and be inspired to learn more!

Principles

A quick recap on what our 5 Principles are within the EYLF:

• Secure, respectful and reciprocal relationships

• Partnerships

• High expectations and equity

• Respect for diversity

• Ongoing learning and reflective practice

So how on earth does an accidental interaction with a snake come into the Principles of the Early Year Learning framework.

First let look at the most basic one, in this particular example, we (both myself and the other educator I was with) have taken the opportunity to continue to develop our Partnership together to grow our service Ongoing Learning and reflective Practices. How?

Let me elaborate.

Partnership, 'Partnerships are based on the foundations of understanding each other’s expectations and attitudes, and build on the strength of each others’ knowledge.' We are 2 educators, supporting each other as professionals working together to explore the learning and potential learning in this event. (see really simple and basic to meet this Principle of the EYLF)

Ongoing Learning and reflective Practices: 'Educators continually seek ways to build their professional knowledge and develop learning communities. They become co-learners with children, families and community, and value the continuity and richness of local knowledge shared by community members, including Aboriginal and Torres Strait Islander Elders.' In this particular example we have had to reflect on our practices (Reflective practice is a form of ongoing learning) to improve the safety of the opportunities we are offering to the children in our care and in our environment. For me peronsally, writing this blog post has been about pulling all my previously learned knowledge to pool in one location to share with you and others.

Moving on to Secure, respectful and reciprocal relationships, The EYLF says: 'Educators who are attuned to children’s thoughts and feelings, support the development of a strong sense of wellbeing. They positively interact with the young child in their learning.'

This particular example had the potential to be catastrophic, however as both I and the other educator have secure and respectful relationships with the children in our care, the children were able to immediately stop what they were doing and adjust to what we were asking them to do quick smart. The children were confident in our knowledge and they acted confidently know that our instructions were being given to keep them safe. The children in my service seem to be unscathed by the situation mentally and emotionally as both educators were able to control the situation.

This activity, has also provided us with opportunities to educate children children about their responsibilities to others through knowing that when we go on a bush walk as it starts to warm up, to be stamping our feet as this scares snakes off and keeps us all including the snakes safe.

Practices

'The principles of early childhood pedagogy underpin practice. Educators draw on a rich repertoire of pedagogical practices to promote children’s learning by:

• adopting holistic approaches

• being responsive to children

• planning and implementing learning through play

• intentional teaching

• creating physical and social learning environments that have a positive impact on children’s learning

• valuing the cultural and social contexts of children and their families

• providing for continuity in experiences and enabling children to have successful transition

• assessing and monitoring children’s learning to inform provision and to support children in achieving learning outcomes.

So after a quick Recap of what the EYLF actually says about our Practices, lets dive straight in.

Learning Outcomes

references:

https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf