Educators have the responsibility to make sustainable education a part of everyday practices, rather than a temporary topic. It needs to be embedded within the curriculum and part of the daily running of the service. Sustainability education enables educators and children to show respect for the natural environment, promote a sense of responsibility, be active participants and bring about enquiry and social change (Aussie Childcare Network, 2009–2016). “Educators and children work together to learn about the environment and promote sustainable use of resources and to develop and implement sustainable practices” (NQS, 201, Element 3.3.1). The NQS states that services should take an active role in caring for the environment and contributes to a sustainable future (Standard 3.3). This can be achieved in many ways, including; minimising waste, reducing energy/water consumption and using less toxins.
The Melbourne Declaration enables students to engage in the key area of Sustainability, which has become a priority in the Australian Curriculum across all aspects of content, learning areas and subjects (ACARA, 2015). Education for sustainability develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living. It enables individuals and communities to reflect on ways of interpreting and engaging with the world. Sustainability education is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action (ACARA, 2015). Learning Outcome 2 of the EYLF states that children should show respect for their environment. “Environments and resources can also highlight our responsibilities for a sustainable future and promote children’s understanding about their responsibility to care for the environment. They can foster hope, wonder and knowledge about the natural world” (COAG, 2009, p.16).
The EYLF supports children to respect the natural environment in Learning Outcome 2.4: Children become socially responsible and show respect for the environment. The Educator’s Guide to the EYLF (COAG, 2010) states that educators promote this learning by:
The Melbourne Declaration enables students to engage in the key area of Sustainability, which has become a priority in the Australian Curriculum across all aspects of content, learning areas and subjects (ACARA, 2015). Education for sustainability develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living. It enables individuals and communities to reflect on ways of interpreting and engaging with the world. Sustainability education is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action (ACARA, 2015). Learning Outcome 2 of the EYLF states that children should show respect for their environment. “Environments and resources can also highlight our responsibilities for a sustainable future and promote children’s understanding about their responsibility to care for the environment. They can foster hope, wonder and knowledge about the natural world” (COAG, 2009, p.16).
The EYLF supports children to respect the natural environment in Learning Outcome 2.4: Children become socially responsible and show respect for the environment. The Educator’s Guide to the EYLF (COAG, 2010) states that educators promote this learning by:
- providing children with access to a range of natural materials in their environment.
- modelling respecting, caring and appreciating the natural environment.
- finding ways of enabling children to care for and learn from the land.
- considering the nature of children’s connectedness to the land and demonstrating respect for community protocols.
- sharing information and providing children with access to resources about the environment and the impact of human activities on environments.
- embedding sustainability in daily routines and practices.
- looking for examples of interdependence in the environment and discussing the ways the life and health of living things are interconnected.
BOTTLE TOP ARTWORK
At my service we made some improvements to our sensory garden, using only recycled products. My team made a vegie patch, scarecrow, wind chimes and noughts and crosses game from things we already had lying around. I made a butterfly artwork out of recycled bottle tops. I spoke to the children about the dangers of bottle top lids when they end up in the ocean and birds and marine life swallow them. I let the children help me design it and they helped me work out what colours and sizes we were going to use. The children helped me place them all on the wood so that I could glue them all on. The children were learning counting, colour sorting/matching and patterning; as well as gaining a respect for the environment buy learning the benefits of recycling. We think the artwork looks awesome in our sensory garden with our chooks pecking around!
At my service we made some improvements to our sensory garden, using only recycled products. My team made a vegie patch, scarecrow, wind chimes and noughts and crosses game from things we already had lying around. I made a butterfly artwork out of recycled bottle tops. I spoke to the children about the dangers of bottle top lids when they end up in the ocean and birds and marine life swallow them. I let the children help me design it and they helped me work out what colours and sizes we were going to use. The children helped me place them all on the wood so that I could glue them all on. The children were learning counting, colour sorting/matching and patterning; as well as gaining a respect for the environment buy learning the benefits of recycling. We think the artwork looks awesome in our sensory garden with our chooks pecking around!
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References:
ACARA. (2015). F-10 Curriculum. Retrieved 25/8/16, from http://www.australiancurriculum.edu.au/overview/f-2
ACECQA. (2016). Demystifying sustainability. Retrieved 30/8/16, from http://www.acecqa.gov.au/educators-and-providers1/national-education-leader
Aussie Childcare Network. (2009–2016). Sustainability Practices in Childcare. Retrieved 25/8/16, from
http://aussiechildcarenetwork.com.au/articles/childcare-articles/sustainability-practices-in-childcare
Council of Australian Governments [COAG]. (2009). Belonging, being & becoming: The Early Years Learning Framework for Australia. Canberra: Australian Government Department of Education, Employment and Workforce.
Council of Australian Governments [COAG]. (2010). Educators Belonging, being & becoming: Educators’ Guide to The Early Years Learning Framework for Australia (Educator’s Guide). Canberra: Australian Government Department of Education, Employment and Workforce.
Gosford Council and Wyong Council (2007). Climbing the little green steps: How to promote sustainability within early childhood services in your local area. Gosford City Council.
Clips/Links:
Early Childhood Australia (2014). Worms are fun! Retrieved 25/8/16, from https://youtu.be/s5wSeRpTRcw
Early Childhood Australia (2014). Discussing butterflies' markings. Retrieved 25/8/16, from https://youtu.be/Z8dNDnezbYc
Early Childhood Australia (2013). Embedding sustainable practices Part 1 of 3. Retrieved 25/8/16, from https://youtu.be/aVBdmWI7YEk
Early Childhood Australia (2013). Embedding sustainable practices Part 2 of 3. Retrieved 25/8/16, from https://youtu.be/xqG6upOU8xg
Early Childhood Australia (2013). Embedding sustainable practices Part 3 of 3. Retrieved 25/8/16, from https://youtu.be/S6BSRc_F4xk
ACARA. (2015). F-10 Curriculum. Retrieved 25/8/16, from http://www.australiancurriculum.edu.au/overview/f-2
ACECQA. (2016). Demystifying sustainability. Retrieved 30/8/16, from http://www.acecqa.gov.au/educators-and-providers1/national-education-leader
Aussie Childcare Network. (2009–2016). Sustainability Practices in Childcare. Retrieved 25/8/16, from
http://aussiechildcarenetwork.com.au/articles/childcare-articles/sustainability-practices-in-childcare
Council of Australian Governments [COAG]. (2009). Belonging, being & becoming: The Early Years Learning Framework for Australia. Canberra: Australian Government Department of Education, Employment and Workforce.
Council of Australian Governments [COAG]. (2010). Educators Belonging, being & becoming: Educators’ Guide to The Early Years Learning Framework for Australia (Educator’s Guide). Canberra: Australian Government Department of Education, Employment and Workforce.
Gosford Council and Wyong Council (2007). Climbing the little green steps: How to promote sustainability within early childhood services in your local area. Gosford City Council.
Clips/Links:
Early Childhood Australia (2014). Worms are fun! Retrieved 25/8/16, from https://youtu.be/s5wSeRpTRcw
Early Childhood Australia (2014). Discussing butterflies' markings. Retrieved 25/8/16, from https://youtu.be/Z8dNDnezbYc
Early Childhood Australia (2013). Embedding sustainable practices Part 1 of 3. Retrieved 25/8/16, from https://youtu.be/aVBdmWI7YEk
Early Childhood Australia (2013). Embedding sustainable practices Part 2 of 3. Retrieved 25/8/16, from https://youtu.be/xqG6upOU8xg
Early Childhood Australia (2013). Embedding sustainable practices Part 3 of 3. Retrieved 25/8/16, from https://youtu.be/S6BSRc_F4xk