1. CHCECE012
Support Children to connect
with their world
Section 3 – Nature education: strategies to
increase children’s experiences and
understanding of animals and the natural
environment

2. Section 3: Nature Education
In this section you will have the opportunity to:-
§ Learn about ways to help children explore flora,
fauna and other aspects of the natural
environment
§ Identify sustainable practices relevant to
education and care services that relate to waste
and water
§ Develop an understanding of aboriginal
connections to land, country and environment

3.  “Early childhood is a great time to
involve children in education for
sustainability and develop lifelong
practices to ensure the respect
and protection of our planet. We
believe a sense of wonder,
belonging to and love of the
natural environment, living things
and animals is critical for young
children to develop lifelong
respectful, positive and proactive
attitudes towards protecting our
environment, caring for all living
creatures and creating a
sustainable environment”
 Catherine Lee (2009)
Nature education can also be referred to as
“Education for Sustainability” or “Learning for
Sustainability”

4. • Looks at using the outdoor
environment and natural
resources to extend children’s
understanding and
appreciation of their
environment.
• Allows children to experience
the wonder and magic of
nature through exploring,
feeling, sensing, and
experimenting.
• Uses the environment as a
medium for education.
Education in the environment

5. • Providing meaningful
opportunities and experiences
for children to learn about how
ecosystems work
• Helping children understand
the complexity of current
environmental issues
• Assisting children to
understand and explore
sustainable practices and
efficient use of resources
Education about the
environment

6. • Encouraging children
to think about the
social changes
needed to resolve
environmental issues –
e.g. Separating
rubbish, recycling,
plastic free lunch
boxes
Education for the
environment

7. • Research shows that the first 8 years of a child’s
life are the most critical period for learning and
development.
• Our world is undergoing massive environmental
changes and challenges that we all need to
acknowledge.
• The children of today are the adults of tomorrow.
They will be responsible for problem solving,
planning and implementing goals and solutions.
Why is nature education so
important in early childhood?

8. “Climate change will directly affect the lives of
young children both now and in the future. It would
be irresponsible for us not to share this information
with children, to give them the opportunity to learn
how their actions impact on the health of the planet.
This knowledge enables children to learn how to be
part of the climate change solution and teaches
them that they can make a difference.”
Tracy Young “Why do young children need
to know about climate change?”
 Early Childhood Australia, Every Child,
2007
Links to research

9. • Give our children time to “belong” and “just be”
with nature everyday.
• Embed a deep connection with nature and
sustainability into our
curriculum and see it in action in our daily
practice.
• Connect with each other, the land and the
traditional custodians of our
land to nourish our souls and experience our
shared culture and history
Our responsibility

10. Belonging
knowing where and with whom you belong is
integral to human existence. Children belong first to
a family, a cultural group, a neighbourhood and a
wider community.
Being
recognises the significance of the here and now in
children’s lives. It is about the present and them
knowing themselves, building and maintaining
relationships with others, engaging with life’s joys
and complexities, and meeting challenges in
Links to the EYLF

11. Belonging, Being and Becoming: The Early Years
Learning
Framework.
Commonwealth of Australia 2009
“Outdoor learning spaces foster an appreciation of
the natural
environment, develop environmental awareness and
provide a
platform for ongoing environmental education...
Environments
and resources can also highlight our responsibilities
Links to the EYLF

12.  Develop secure, respectful and reciprocal
relationships.
 Develop partnerships
 Have high expectations and strive for equity
 Respect diversity
 Invest in ongoing learning and reflective practices
EYLF Principles

13. • Adopt holistic approaches to teaching and learning - recognise the connectedness of
mind, body and spirit
• Be responsive to children and value and build on children’s strengths,
skills and knowledge to ensure their motivation and engagement in
learning.
• Plan and implement and learn through play
• Engage in intentional teaching and recognise that learning occurs in
social contexts and that interactions and conversations are vitally
important for learning.
• Create physical and social environments that have a positive impact
on children’s learning.
• Value the cultural and social contexts of children and their families and
the community
• Provide for continuity of learning to enable successful transitions
• Assess and monitor learning
EYLF Practices

14. The National Quality Standards (NQS) (ACECQA,
2011) supports the implementation of sustainability
in early childhood services.
Quality Area 3: Physical environment
Standard 3.3 The service takes an active role in
caring for its environment and contributes to a
sustainable future.
Element 3.3.1 Sustainable practices are embedded
in service operations.
Links to the NQS

15. Article 29 Goals of education
Children’s education should develop each child’s
personality, talents and abilities to the fullest. It
should encourage children to respect others, human
rights and their own and other cultures. It should
also help them learn to live peacefully, protect the
environment and respect other people. Children
have a particular responsibility to respect the rights
of their parents, and education should aim to
develop respect for the values and culture of their
parents.
http://www.unicef.org/crc/files/Rights_overview.pdf
United Nations Convention
on the Rights of the Child

16. Natural playspaces

17.  Play is a vital part of childhood and growing up.
Children learn through play to develop social,
physical and emotional skills. Providing children
with an outdoor learning environment that
incorporates areas for quiet, natural, creative,
active and stimulating play will allow children to
learn whilst using their imagination. By inviting a
child to use their initiative and explore possibilities
we provide them with the best opportunities to
learn.
 The National Quality Standard (NQS) for Early
Natural playspaces

18. What possibilities do the
following environments offer
to children?

19. Opportunities to explore and
discover....

20. To experience a sense of
wonder...

21.  Allow children to be spontaneous, active and
creative.
 Provide for children of all ages and abilities,
and for boys and girls alike.
 Promote light, moderate or vigorous physical
activity that supports children’s growth and
development.
Natural playspaces

22. Play is a vital part of childhood and growing up.
Children learn through play to develop social,
physical and emotional skills. Providing children
with an outdoor learning environment that
incorporates areas for quiet, natural, creative, active
and stimulating play will allow children to learn whilst
using their imagination. By inviting a child to use
their initiative and explore possibilities we provide
them with the best opportunities to learn
Handout – Kidsafe factsheet – Natural Playspaces
Why provide natural
playspaces?

23. “If we want children to
flourish, we need to give
them time to connect with
nature and love the Earth
before we ask them to save
it.”
David Sobel, MEd
Project Director
Antioch New England
Institute
Reflection

24. We know that reconnecting babies, toddlers and
young children to the natural world:
 is crucial for their optimal intellectual and physical
development;
 provides a sense of refuge and healing in a
sometimes violent and frightening world;
 helps them grow into adults who care about
environmental stewardship;
and,
 nurtures a sense of shared community among the
world’s peoples.
(NACC, 2007)
Connecting to nature....

25.  Creating a butterfly garden
 Choose a sunny, sheltered butterfly garden
location. Plants and butterflies need sun to
thrive. If possible locate the butterfly garden on
the north side of a building, wall, shrubs or
trees to shelter it from wind that may blow tall
plants over.
 Never use pesticides to eliminate “harmful”
insects as butterflies and their caterpillar
larvae will also be killed.
 Butterflies are attracted to masses of colour
Provisions and experiences

26.  In 1870 the Richmond birdwing was
reported as being common in the Brisbane
area and in northern NSW. Today, its
rainforest habitat has been extensively
cleared with less than one per cent of the
original area still in existence. Permanent
populations of the Richmond birdwing no
longer exist in the Brisbane area and is
threatened in northern NSW.
 The Richmond birdwing lays eggs singly or
in small clusters (up to three) on native
Pararistolochia vines.The larvae are entirely
dependent fon these vines for food. The
caterpillars only leave these plants to
complete their development as a pupa and
emerge as an adult butterfly.
 Eggs are also laid on the introduced
Dutchman's pipe Aristolochia elegans but
the leaves are toxic and kill the larvae.
 Planting the native vines the caterpillar
feeds on will help prevent the butterfly from
becoming extinct
Richmond Birdwing
Butterflies

27.  Sensory gardens provide intimate spaces where
young children can be immersed in the scents,
textures and colours of plants and related
elements. Along with specially selected plants,
sensory gardens may also include elements such
as wind chimes, wind socks, flags, and children’s
art. One popular form of a sensory garden is a
sensory pathway.
Sensory gardens............

28. Sensory gardens

29.  Sensory pathways can be constructed of smooth,
flat, stepping stones or tree cookies with gaps
wide enough for in-between planting. Stepping
stones can be natural stone or concrete or made
by children to include hand prints, leaf prints,
shells, marbles, coloured tile mosaics, or smooth
glass. Glass blocks or clay bricks can be laid in
the sensory pathway to add additional sensory
richness and variety.
Sensory pathways

30.  Gardening with children provides numerous
opportunities for hands-on learning, inquiry,
observation, and experimentation. Gardening also
helps children build an understanding of and
respect for nature and our environment.
 When children participate in growing edible plants,
they are more motivated to taste, eat, and enjoy
fruits and vegetables.
Vegetable and edible
gardens

31.  Locate the garden in a sunny spot, not too far
from the building. Having the garden close to the
centre of activity makes it easier to keep an eye
out for weeds, insect pests, watering needs, and
ripe vegetables during harvest time.
 Before deciding where to locate your garden, pay
attention to the sun patterns in your outdoor space
for a few days. Which area gets the most
afternoon sun in the summer? Is that spot
relatively flat and accessible? If so, it may be the
best location for your new garden.
Location

32. Vegetable gardens

33.  Container gardening is an easy, low cost, and
child-friendly approach for growing fresh edible
produce at child care centres. Children delight in
growing and eating their own food and research
shows that repeated exposure to healthy food
options increases the likelihood of establishing
healthy eating habits. Whether the centre staff
want to grow a few tasty herbs, a pot of
strawberries, or lettuce and tomatoes for delicious
salads, there are four keys for successful edible
container gardening.
Container gardening

34.  Selecting containers
 Selecting suitable
plants
 Selecting the right soil
or potting mix
 Providing the right
growing conditions
 Invite the children to
help plant, water, and
tend the garden and
you will be growing
healthy children for
Growing in containers

35.  Natural materials, or natural loose parts, afford an
array of open-ended play and learning
opportunities, such as building, sorting, counting,
and dramatic play. The availability of some natural
loose parts, such as acorns and flowers, change
with the seasons, while others, such as stones
and branches, are available year round. Some
outdoor learning environments are rich with
natural loose parts, while others may require
teachers and children to gather and bring in
natural loose parts to supplement their outdoor
learning environments.
Natural materials for play
and learning

36.  bamboo poles, bark chip, straw bales, small
stones, log stumps, trimmed branches, pine
cones, leaves, seeds, nuts, flowers, wood chips,
shells............what can you add to this list?
Natural materials

37. Little Explorers
Early Learning
Centre was
established in
Case study

38.  Stepping stones can be made
using quick set cement.
Collect 4 litre ice cream
containers to use as moulds
and decorate with non slip
mosaic tiles, handprints,
leaves or whatever the
children think of......
For more detailed instructions
refer to Handout 2 – Kidsafe
factsheet – stepping stones
Making stepping stones

39.  Excursions are a great way to expose children to
natural environments. Excursions can be as
simple as a walk to the park or community garden
or a day visit to a rainforest, beach, botanic
garden or recycling centre.
 Remember to do a risk assessment prior to the
excursion
 Read the regulations carefully to ensure that you
comply with child:adult ratios and travel safety.
Excursions

40.  Activity
 Think about your local
area, Plan a
“walkabout” excursion
– what natural
resources could you
focus the children’s
attention on? How
could you record the
experience?

41.  Take advantage of
animals that visit your
service and use these
special visitors as a
learning experience
 Set up bird, owl and
possum boxes to
attract wildlife to your
outdoor space
 Discover which insects
and spiders live in
your playground
Creating habitats for wildlife

42. Activity
What could you do to
connect children with wildlife
in your area?
View:-
http://www.earlychildhoodaustrali
Part 3
Handout 3
EYLF PLP Newsletter No 11 2011
– learning Spaces 1 - Outdoors
Wildlife habitats

43.  Talk to children about
waste and encourage
them to think of ways to
minimise waste in the
service
 Paper making
 Making bio pots
 Separating rubbish and
saving food scraps for
worms and chickens
 Encourage “nude food”
lunch boxes
Managing waste sustainably
in Children’s Services

44.  Where possible use recycled
paper for children’s activities.
 Use both sides of the paper if
possible
 Send newsletters to parents
electronically
 Source recycled paper for
photocopying
 Use recycled materials and
buy second hand equipment
where possible
 Activity-How could you
involve children at playsession
in reducing waste?
Managing waste sustainably
in children’s services

45.  Many centres are installing rain water tanks as a
step towards sustainability. This can be used as a
stating point for further discussion and learning for
children, educators, families and community.
 Rous Water has a “Water Aware” program
available in Byron, Ballina, Lismore and the
Richmond Valley. Barbara Jensen from Rous
Water visits services and provides a program
including:-
 1.An interactive educational session for children
 2.A water audit followed by discussion with staff
Conserving water

46. Wollongbar Preschool
worked hard to improve
water usage. Over a
number of years the
preschool introduced
Case study – Wollongbar
Preschool
A 5 star water aware centre

47. Case study – Wollongbar
preschool
 Water tanks for indoor
and outdoor use
 Children’s ideas on
water conservation
after Rous Water

48. The environmentally
sustainable
strategies were not
restricted to water
use. The educators,
with the help of the
Wollongbar preschool sustainable
strategies

49.  Focussing on relationships with family, community and nature helps
children to be connected to and contribute to their world –an
important part of this connection is respect for diversity.
 Learning environments that mimic natural outdoor environments
and use natural materials provide unique opportunities to
encourage creative play, and help children develop imagination and
problem solving skills. They are important in connecting children to
country and to nature
 Some thoughts on creating inclusive spaces for Aboriginal children:-
Don’t underestimate the ‘value of visuals’- having appropriate
images that depict real life Aboriginal families and connections’
Value of ‘oral traditions- our people often tell stories while drawing in
the sand, so there is an oral, aural and visual depiction of events.
‘Written materials – don’t go very far- find different ways of
Aboriginal connections

50.  Educators might display posters, artefacts,
artwork, flags and welcome signs with
multicultural perspectives, but we need to ask the
questions:
 Why are they there? Are they reflective of
educator’s genuine attitudes towards inclusion
and equity?
 ‘Inclusion is not just what you do, but also the
spirit behind what you do- how and why you do
it’(Sims, 2009).
 If the educators lack culturally competent
attitudes, one can only deduce that these
environment provisions and displays are
What is Tokenism and how can we
move from tokenism to cultural
competence?

51. Remember the Indigenous First Peoples
of this nation and their traditional ways
of caring for the earth. Find out about the
traditional owners of the land your setting
is on and how their culture worked in
harmony with the local environment. In
respectful ways, and in collaboration with
local Indigenous organisations, investigate
bush tucker and grow traditional plants.
Learn about the highly significant rituals
of Indigenous peoples and build children’s
Cultural Competence

52. At Wiradjuri Preschool and Child Care
Centre, for example, educators realised
that an ancient tree in the playground was
becoming dangerous. Because they and
the children were aware of the history and
culture of the area, they recognised that
‘the tree is linked to this land’. Instead of
removing the tree, they decided to fence
it, have it professionally monitored for
safety and use the space for regular
smoking ceremonies conducted by

53. It becomes clear that
‘using the natural’
enhances children’s
aesthetic, cognitive and
social growth. Nature
provides a base that
encourages curiosity
and the drive to learn
new things; it’s a vital
element in an inquiry-
driven approach to
learning in early
In conclusion

54. Real mud, real plants,
real animals and real
materials to work with
give children connection,
confidence and
challenge;
they also demonstrate
that ‘learning can happen
anywhere, anytime ...

55. creating orderly and
inspiring learning
environments can be
as simple as:
 planting a tree or a
hedge
 removing clutter and
throwing out
damaged
equipment
 incorporating natural

56.  Children grow
healthier, wiser, and
more content when
they are more fully
connected throughout
their childhood to the
natural environment in
as many educational
and recreational
settings as possible.
These benefits are
long term and
significant and