CHCECE037 Support Children To Connect With The Natural Environment Assignment Sample

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Textbook reference

Kearns, K. (2020)The Big Picture, 5th ed., Cengage Learning Australia, Melbourne.

Chapter

Reading

Australian Children’s Education & Care Quality Authority (ACECQA). (2018). National Quality Standard (A4 Poster)

https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf

Australian Children’s Education & Care Quality Authority (ACECQA). Belonging, Being and Becoming: The Early Years Learning Framework for Australia.

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

Natural Learning Initiative, NC State University College of Design. Benefits of connecting children with nature.

http://naturalstart.org/sites/default/files/benefits_of_connecting_children_with_nature_infosheet.pdf

Nature Play SA.Natural Playspaces Principles.

https://natureplaysa.org.au/wp-content/uploads/2017/08/Playspace-Design-Principles.pdf

NSW Government. Education and Care Services National Regulations.

https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/full

NSW Government. (2010). What is Aboriginal Cultural Knowledge?, Fact Sheet 1, Environment, Climate change and Water.https://www.environment.nsw.gov.au/resources/cultureheritage/commconsultation/09782factsheet1.pdf

SNAICC. (2021). Bush Tucker.

https://www.supportingcarers.snaicc.org.au/social-and-emotional-wellbeing/bush-tucker/

Whittle, I. (2016) Nature Play in early years education.

https://natureplayqld.org.au/blog/nature-play-in-early-years-education#:~:text=Nature%20play%20significantly%20improves%20all,%2C%20initiative%2C%20creativity%20and%20more.

Textbook reference

The Big Picture(5th edition) by Karen Kearns

Chapter 10 (page 361)

Readings

Australian Children’s Education & Care Quality Authority (ACECQA). (2018). National Quality Standard (A4 Poster)

https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf

Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Australian Children’s Education & Care Quality Authority. Page 32

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

[Or visit the ACECQA website www.acecqa.gov.au >National Quality Framework> Approved learning frameworks, then download ‘Belonging, Being and Becoming]

NSW Government. Education and Care Services National Regulations.

https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/full

Requirement

Element/ Regulation

Educators promote this learning when they:

provide children with access to a rangeof natural materials in their environment

The valuation of “NQS Element 3.2.1” has employed and created a reflection on the way to have proper access to natural materials by children (acecqa.gov.au, 2023). The "Inclusive environment" is mainly developed to engage children with a practical quality experience and both have been adequately built toward the educational environment. 

Assessors may observe children:

being encouraged to use their senses to explore natural and built environments

Use of "Environmentally responsible" is the adequate range that has defined access to children's responsibility to have care. The “NQS Element 3.2.3” has included proper regulations and effective care related to the sense of each and every range (acecqa.gov.au, 2023). 

The approved provider of a centre-based service must ensure that the outdoor spaces provided at the education and care service premises allow children to explore and experience the natural environment

The use of regulation under “NQS Element 1.1.2” as Child-centred has implicated conducting valuation at the range of "centre-based service" and making proper development related to the "education and care service" to the child (acecqa.gov.au, 2023). The development of required "knowledge, strengths, ideas, culture, abilities and interests" is the practical aspect which has been implicated to develop and explore knowledge related to the natural environment. 

Assessors may observe children:

interacting with vegetation and natural materials in the environment

The development of the "Learning Framework Learning Outcome 2 Sub-element" has the appropriate relation for children to show the required respect for nature and the environment.

Textbook reference

The Big Picture(5th edition) by Karen Kearns

Chapter 10 (pp. 350-359)

Statement

True

False

There is no single, universal definition of sustainability

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An environmental sustainability policy provides the organisation with a framework for the development of sustainable practices across the organisation

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Learning about sustainability during the early years will help to shape children’s environmental attitudes, knowledge and actions of interdependence between people, plants, animals and land

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‘The ecological self’ (Naess 1988) describe a person’s connections with and attitudes towards the natural environment

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Sustainability concepts are too complex for young children to understand

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Reading

Benefits of connecting children with nature. Natural Learning Initiative, NC State University College of Design.

http://naturalstart.org/sites/default/files/benefits_of_connecting_children_with_nature_infosheet.pdf

Green plants and vistas reduce stress among highly stressed children (Wells and Evans, 2003)

Reduces stress

Children who experience school grounds with diverse natural settings are more physically active, more aware of nutrition, more civil to one another and more creative (Bell and Dyment, 2006)

Increases physical activity

Children will be smarter, better able to get along with others, healthier and happier when they have regular opportunities for free and unstructured play in the out-of-doors (Burdette and Whitaker, 2005)

Supports multiple development domains

Nature is important to children’s development in every major way—intellectually, emotionally, socially, spiritually and physically (Kellert, 2005)

Supports social/emotional development

Reading

Nature Play in early years education. (2016) Whittle, I.

https://natureplayqld.org.au/blog/nature-play-in-early-years-education#:~:text=Nature%20play%20significantly%20improves%20all,%2C%20initiative%2C%20creativity%20and%20more.

Statement

True

False

Nature play significantly improves all aspects of child development – physical, cognitive, social and emotional

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Playing outdoors does not grow resilience, self-confidence, initiative, creativity and more.

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Benefits of outdoor play continue into adulthood such as innovation, creativity, positive relationship development

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Children who regularly participate in outdoor play lead sedentary lifestyles

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Symptoms of nature deficit disorder (as outlined by Louv, 2005) include depression, hyperactivity, boredom and loneliness. It may also manifest in reduced motor development and diminished mental and psychological health, including lack of attention, learning ability and creativity

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Textbook reference

The Big Picture(5th edition) by Karen Kearns

Chapter 10 (pp. 358-364)

Statement

True

False

Children must be exposed to information about environmental sustainability but also information and knowledge about the environment and the role of humans in protecting, and the interdependency of humans and other living things

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Children should not investigate how their actions can help sustain the environment

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Learning about sustainability during the early years will help shape children’s environmental attitudes, knowledge and actions

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When presented in an age-appropriate manner, children can explore a range of sustainability concepts

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Learning to understand, respect and care for the natural environment cannot be achieved through incidental learning and intentional teaching

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Consideration needs to be given when sourcing natural materials to ensure they are sourced sustainably (e.g. collect branches, leaves etc. when they fall to the ground)

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Children can be introduced to ways of caring for and conserving the natural environment through routine practices, hands-on activities and collaborative projects with families and the community

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Reading

Natural Playspaces Principles. Nature Play SA.

https://natureplaysa.org.au/wp-content/uploads/2017/08/Playspace-Design-Principles.pdf

Provide different textures in pathway materials, vegetation, rocks, structures – rough, smooth, prickly, furry, uneven, sharp, wet, dry

Touch

Include vegetable gardens, fruit trees, edible plants

Taste

Use varieties of natural colours, intensity of light, shapes, heights and forms through vegetation, sculpture, art, birds, butterflies and insects. Make it beautiful and inspiring to look at

Sight

Create a soundscape using running water, rustling leaves/grasses, insect hotels, bird gardens.

Listen

Plant herbs, bushes/trees with scented leaves and flowers

Smell

Reading

Natural Playspaces Principles. Nature Play SA.

https://natureplaysa.org.au/wp-content/uploads/2017/08/Playspace-Design-Principles.pdf

Use these elements to construct pathways, bridges, borders, fences, climbing structures, seating and to provide items for loose parts play, construction, gathering and collection.

Wood/stone/boulders

Create mood, provide beauty, shade, screens, niches, aroma, texture, food, habitat for insects/birds/butterflies, seeds, spaces to hide, an apparatus to climb. Consider colour, forms, seasons, native and non-native,

Plants /Trees

Gives opportunity to touch, play, listen, experiment, discover. Create ponds, dry or shallow, rocky streams, water pumps for mixing with dirt/sand

Water

Allows children to dig, explore, create; integrated with water offers a textural and creative experience.

Sand/Mud

Use what is naturally occurring on your site or create new to provide diversity, interest and opportunities by including an open space, hills, mounds, creeks, swales and rock faces to meet, climb, run, roll, slide, balance and jump.

Changing topography

Reading

Natural Playspaces Principles. Nature Play SA.

https://natureplaysa.org.au/wp-content/uploads/2017/08/Playspace-Design-Principles.pdf

The use of "Model Sustainable practice" is one of the effective ranges which helps in effectively supporting the local and environmental aspects and creating the work. As per the view of Nguyen et al. (2021), the valuation of the required outcome with a good environment has been needed to imply effective sustainability development. The use of this model can help in making a proper connection and create an impact on "a life-long connection" of nature with the community (natureplaysa.org.au, 2023).

Textbook reference

The Big Picture(5th edition) by Karen Kearns

Chapter 10 (pp. 358-364)

Handwashing

· Buying paper towel that is recycled and discussing with preschool children, showing them the symbol identifying this on products.

· Talking to children about only turning on taps when using water and counting how long.

Sandpit

· Recycled pots and pans bought from second-hand shop/donated to service

· Fundraising for water tank and set specific amounts of water to be used each day.

Dramatic Play

· Development of nature-related programs to explore children's knowledge 

Art/Craft Area

· Taking a child to the Arts and craft program to develop information related to the social and environmental awareness

Morning Tea/Lunch time

· Taking children for the morning walk and providing brief valuation about the morning walk 

Construction

· Recycle the used material in terms of sand, broken bricks and other elements for other work development 

Mud Pit

· Recycling of the waste mud and use for plantation or preparation of other defined product 

Book/Literacy area

· Taking children to the library and other educational programs or seminars related to child

Children’s Interests

Educator Jenny had a particular interest in the natural environment and sustainability. Some of the children have an interest in learning about bees, while othersare interested in different types of garbage trucks. Jenny decided to use these interests to create projects. She is mindful that she will need to create spaces where children can share ideas or work independently.

Bees

Jenny created an interest table with photographs of different types of bees, books, magnifying glasses, honey and honeycombs in containers and flowers. She encouraged children to look for bees in the gardens, discussed safety around bees, their role in the environment and how they are in danger of extinction. Jenny was also able to ask the local beekeeper to visit andshare withthe children bee-keeping clothing, the smoker, howhoneycombs are made,how we get honey to eat, and how to help care for bees/the sorts of flowers that are good in your garden.

Garbage trucks/recycling

Jenny planned activities around the children’s interest including identifying different garbage trucks, and what happens to rubbish when it gets to the dump,what can be recycled, and what happens to the environment when people litter. This led to the creation of a compost/worm farm where children could add their leftover food from mealtimes. An excursion to the local dump/recycling plant was also organised.

The development of information related to the bees and Garbage trucks/recycling and preparation of space to explore children's experiences is an effective idea. For example, one of the children has written about the specific experience and another has provided a view of that experience so it can be defined to develop and associate information related to the environmental range as well. 

The dependency is analyzed by the life cycle graph and make deep valuation of the work. For example, the natural environment such as planted trees and other natural aspects produces things that we need for living. The air is produced by the plant which can help in to breathe and live a healthy life. 

Preparation of the diagram chart related to the bee's life and their importance is an effective way which can increase the interest of children in learning about bees. 

Organizing several activities related to garbage cleaning outdoors and making a reflection on the associated issue is an effective plan to increase children's needs. 

Jenny can organize parent-teacher meetings and provide brief information related to the activity can be the individual way to involve the local community in the prepared plan.

The required experience has effectively aligned to do the work in the associated and effective way and make a reflection in the way to conduct work as well. 

Reading

What is Aboriginal Cultural Knowledge?, Fact Sheet 1, Environment, Climate change and Water.https://www.environment.nsw.gov.au/resources/cultureheritage/commconsultation/09782factsheet1.pdf

Bush Tucker: SNAICC

https://www.supportingcarers.snaicc.org.au/social-and-emotional-wellbeing/bush-tucker/

The development of the aboriginal people with the required rich culture is adequately based on the "sustainability of their spiritual connection, belonging, obligation and responsibility". On the other hand, they can also take care of the respective land and heritage at the adverse range. 

Andrew has defined the required abnormal people that is implicated and encompasses the effective spiritual knowledge related to the other associated aspects as well. Andrew has defined the required knowledge and other associated aspects based on the "language, narratives, social organization, values, beliefs, and cultural laws and customs" (Andrews, 2006).

The required list of two bush tucker foods in Australia has been adequately identified as "quandong, kutjera, muntries, riberry, Davidson's plum, and finger lime". These are the required fruits which are mainly found in Australia and also known as bush tucker foods

 The list of two bush tucker food eaten by children are "jams, jellies, muffins, biscuits, and cakes"