CHCECE049 Embed Environmental Responsibility in Service Operations

Learning Guide
CHCECE049 Embed Environmental

Responsibility in Service Operations
This unit learning guide relates to the

following National Qualifications:
CHC50121 Diploma of
Early Childhood
Education and Care
Designed by
Childcare Resources Australia
© Childcare Resources Australia

CHCECE049 Embed Environmental Responsibility in Service Operations 1
Delivered by
Kool Kids Training College (RTO 40636)
(2021)

Table of Contents
How to Use This Learning Guide......................................................................................... 4
Learning Guide Icons........................................................................................................................ 5
Tips for Successful Study! .................................................................................................................. 6
Welcome to The Unit! ....................................................................................................................... 7
Learning Outcomes .......................................................................................................................... 9
1. What is Environmental Sustainability? ......................................................................... 10
What is Environmental Sustainability? ........................................................................................... 10
2. Enhance Children’s Environmental Responsibility ..................................................... 23
Develop innovative strategies that promote environmental responsibility in consultation
with children..................................................................................................................................... 23
Support children to take the lead in identifying practices that are environmentally
responsible at the service .............................................................................................................. 31
Encourage children to exchange thoughts and ideas about environmental responsibility . 39
Ensure environmentally sustainable practices are embedded in daily practices of the
service............................................................................................................................................... 42
Encourage children to learn about Aboriginal and/or Torres Strait Islander Peoples
environmental responsibility practices. ........................................................................................ 65
3. Promote Environmental Responsibility in the Service ................................................ 68
Review the service philosophy, policies and procedures in relation to different aspects of
environmental responsibility ........................................................................................................... 68
Consult with stakeholders to identify potential changes in the service philosophy, policies
and procedures regarding environmental responsibility ........................................................... 73
Contribute to the development of an environmental responsibility plan for the service,
based on the review and consultation ........................................................................................ 82
Environmental Responsibility Plan ................................................................................................. 88
Develop strategies that encourage the participation of both adults and children in the
service’s sustainable practices ...................................................................................................... 93
4. Change Management ................................................................................................. 96
Identify and include ways to evaluate improvements in environmental responsibility within
the service. ..................................................................................................................................... 107
5. Implement and Evaluate Environmental Responsibility Plan .................................. 110
Investigate how children and adults engage with the service’s environmental responsibility
plan ................................................................................................................................................. 110
Encourage children to engage in environmentally responsible practices with families and
the community outside the service. ........................................................................................... 112
Children can be encouraged to embed environmentally responsible practices at home
such as: ........................................................................................................................................... 112
Seek feedback from children and adults about the service’s practices .............................. 114
Use feedback and critical reflection to inform changes and improvements to plan. ........ 115
Resources Guide............................................................................................................. 118
Recommended Reading and Resources ................................................................... 119

References ...................................................................................................................... 120
How to Use This Learning Guide
In this Learning Guide, you will find the information you need to develop the skills and
knowledge to become a confident, professional Educator. To help you transfer your
skills into practice, we have provided a range of links to videos and other website
resources and recommend you take time to look at these. All CRA Learning Guides
link to the National Quality Frameworks (NQF) for each unit. This includes the National
Regulations, Standards and Approved Frameworks you will need to use as an
Educator working in regulated Children’s Service in Australia. We recommend you
have these available on your computer or print out a copy, so they are available at
all times.
On the following page, are a list of icons you will see throughout the Learning Guides
to direct you to important and additional information. They will help support your
understanding of the topic.

Learning Guide Icons
Reading Time!
When you see our reading icon, go to the document

specified and read to expand your knowledge of the topic.
Recommended Videos
When you see our video icon, you can watch great
resources online. If the link does not work, (as website links
will change over time) we have provided the full name of
the video and location so you can do a web or YouTube
search.
Reflection
Our reflection icon gives you a chance to think about your

own experiences or about a question posed. This
information will help you to link new knowledge to your past
experiences and encourage reflection of your current
practice.
Helpful Websites
When you see our computer icon, you will be asked to go to

the specified link for additional information.
Your Turn!
When you see our pencil icon, you can write in your
Learning Guide or on another piece of paper. The exercises
are for your learning only and are not part of the
assessment.
Check Your Ideas!
When you see our memo icon, you can compare your
ideas, from completing activities, with ours. These provide
some feedback to you help assess your understanding of
the topic.

Tips for Successful Study!
1. Active Reading
Don’t just read - you will fall asleep: it’s very relaxing, you know!
a) read the ‘Learning Outcomes’ first;
b) read ‘Welcome to the Unit’ second;
c) read the ‘Assessment Task’.
These will tell you what you need to learn and why it’s important. As you read,
your brain will notice what you need. You may even think “Hey, that’s the
answer to question 4!” or “This is the type of educator I want to be!”
2. Set yourself goals

“Today by 11am, I will have read up to Chapter 2” or “I will have completed
the first two questions in my assessment!” Set a clear, realistic goal for the time
you have to study. Write down your goal. Tell everyone you are unavailable
and turn off your phone and social media! Try and finish each session on a
positive.
3. Reward yourself
Reward yourself for reaching a goal. This does not need to involve cake as we are going to reward
ourselves a lot! It could be a walk to the park, a break for a cuppa, going shopping or just time off.
Whatever says to you: “Well done! You have achieved”.
4. I’m not getting this!

If you are not understanding something or finding something
frustrating. Good! It means you are learning something new!
Sometimes your views of life may be challenged! It means you are
moving out of your comfort zone, growing and stretching in your
knowledge and skills. At times this may even feel scary. It can
sometimes feel easier to run away, however this is only a temporary
solution! It’s okay. Think back to a time when you didn’t know how to
do something and then you achieved it ie. riding a bike, driving a car
etc. How great did you feel when you could do it? You can do this.
Here are some ideas to help:

Ease up on yourself. It’s ok not to know everything – you are learning!
Particularly if you are changing careers and you were an expert in
your past field. Remember, you will be learning and building on your
past skills but the information may be new to you.
Watch a video related to the topic whilst having a cuppa - this can help your understanding. Relaxing
helps you learn.
Leave that bit and move to another bit! This is particularly important if stuck on a question. You can always
come back to that one.
Sleep on it. We process information at night whilst we sleep. You may find when you wake up the next
day, it will all make sense!
Contact your trainer for help. You are not alone and they are there to help.
5. I should be spending time with others

If you have enrolled in a course, it’s because you have a bigger goal and made a decision. How will
achieving your goal benefit others in your life? Achieving your goals will contribute to the happiness of
yourself and others. Most of all, studying in front of others, including children, models lifelong learning,
resilience and provides a positive role model for their own learning.

Welcome to The Unit!
CHCECE049 Embed Environmental

Responsibility in Service Operations
Throughout this learning guide, you will explore sustainability and the inclusion of
sustainable practices in early childhood and school age care settings. You will learn
how to:
support children to be environmentally responsible;
promote environmental responsibility in the service;
develop, implement and evaluate an environmental responsibility plan;
develop an understanding of key global issues and the relationship between

human and animal activity on the environment;
importance of Aboriginal and Torres Strait Islander people’s culture and

environmental responsibility; and
explore key areas of focus and sustainable practices – biodiversity, curriculum,

energy, water, recycling, toxins and upcycling.
Reading Time!
For this unit will need to download and use the following
documents:
National Quality Standards
National Quality Framework
Education And Care Services National Regulations
(National Regulations)
Early Years Learning Framework For Australia (EYLF)
Educator’s Guide To The Early Years Learning
Framework
My Time, Our Place: Framework For School Age Care
In Australia
Educator’s Guide To The My Time Our Place
Framework For School Age Care In Australia
Code of Ethics (ECA)

•Quality Area 1 Educational program and practice
•Quality Area 3 Physical Environment
•Quality Area 5 Relationship with children
•Quality Area 6 Collaborative partnerships with Families and
communities
Links to NQF •Education and Care Service National Regulations

•Part 4.1, Part 4.3, Part 4.5, Part 4.6. Part 4.7
• Links to Frameworks
•Learning Outcome 2: Children are Connected with and Contribute to
their Wolrd
•Learning Outcome 4: CHIldren are Confident and Involved Learners
Links to •Learning through Play
•Learning Environments
Frameworks
•Intentional Teaching
• Curriculum and Educational Program

•Relationships with children and families
•Interactions with children
•Intentional teaching
•Learning environments
Links to •Sustainability
•Recycling
Policies •Purchasing and Procurment Policy
•Social Justice
•Article 31
•Children have the right to relax, play and to join in a wide range
of leisure activities
•Article 28
UN Rights of •Children have the right to an education. Discipline in schools
the Child should respect children’s human dignity. Primary education
should be free. Wealthier countries should help poorer countries
achieve this

Learning Outcomes
On completion of this unit you will be able to do the following:
Unit: CHCECE049 Embed Environmental Responsibility in Service Operations

Enhance children’s environmental responsibility.
1.1 Develop innovative strategies that promote environmental responsibility in consultation
with children.
1.2 Support children to take the lead in identifying practices that are environmentally
responsible at the service.
1.3 Encourage children to exchange thoughts and ideas about environmental
responsibility.
1.4 Ensure environmentally sustainable practices are embedded in daily practices of the
service.
1.5 Encourage children to learn about Aboriginal and/or Torres Strait Islander Peoples
environmental responsibility practices.
Promote environmental responsibility in the service.

2.1 Review the service philosophy, policies and procedures in relation to different aspects
of environmental responsibility.
2.2 Consult with stakeholders to identify potential changes in the service philosophy,
policies and procedures regarding environmental responsibility.
2.3 Contribute to the development of an environmental responsibility plan for the service,
based on the review and consultation.
2.4 Develop strategies that encourage the participation of both adults and children in the
service’s sustainable practices.
2.5 Identify and include ways to evaluate improvements in environmental responsibility
within the service.
Implement and evaluate environmental responsibility plan.

3.1 Investigate how children and adults engage with the service’s environmental
responsibility plan.
3.2 Encourage children to engage in environmentally responsible practices beyond the
service, with families and the community.
3.3 Seek feedback from children and adults about the service’s practices.
3.4 Use feedback and critical reflection to inform changes and improvements to plan.

1. What is
Environmental
Sustainability?
What is Environmental Sustainability?

There is no simple definition of 'sustainability'. It can be an idea, a property of living
systems, a manufacturing method or a way of life. In fact, there may be as many
definitions of sustainability as there are people trying to define it. However, most
definitions include the concepts of:
living within the limits of what the environment can provide; and
understanding the many

interconnections between the economy,
society and the environment.
Sustainability includes actions to:
reduce the use of physical resources

including water and energy;
encourage recycling;
increase the use of renewable resources;
encourage the redesign of production processes and products to eliminate the

production of toxic materials; and
protect and restore natural habitats and environments valued for their
biodiversity or beauty.

Environment
Children Recycling
Community Relationships
Sustainability
Social Justice
Cullture
& Equity
Education and
Financial
Learning

Why is Sustainability Important?
There has never been a more important time “One of the most significant
responsibilities early childhood
to act for the conservation and sustainability
professionals have is to support
of the planet and for the survival and children to retain the sense of awe
and wonder that they are born with,
protection of precious species and to add to that a desire to nurture
ecosystems. Our children have a right to a and protect what is beautiful, and
to encourage them to appreciate
sustainable future. They will be the that there are many possibilities for
honouring life and the wonders that
policymakers and leaders of the future, so the world holds.”
what we teach them about the environment
Anne Stonehouse (2006) p72-73
now will directly influence the long-term
health of the planet.
Sustainability is not simply about worm farms, recycling paper and turning taps off.
It’s about our interdependence on each other, our planet, our relationships and our
future.
As early childhood educators, we have a role to play

in ensuring children experience connections with the
natural environment in meaningful ways. Ways that will
support their understanding of connectedness both
with and in the natural environment and ultimately
promote action for sustainability. Connectedness not
just to the natural environment but with education,
acknowledging the complexities of social,
environmental and economic systems and their
implications for sustaining life.
Adopting a holistic approach to sustainability offers an environment for children to

develop working theories for making sense of the natural, social, physical and material
worlds, offering a range of experiences and opportunities for learning about the world
from different perspectives. Unstructured early childhood environments promote
children to develop:
an understanding of nature and properties of a range of substances;

working theories about planet earth and beyond;
a knowledge of features of the land which are of local significance eg. local
water ways and landscapes;
theories about social relationships and social concepts;
a relationship with the local environment and knowledge of their place within
the environment;
explore, infer, predict and hypothesise in order to develop and increase an

understanding of the interdependence between the land, people, animals
and plants;
explore relationships with other living and non- living things and observe, notice
and respond to change;
develop an awareness of the impact of human activity on environments and

the interdependence of living things; and
working theories about the living world and how to care for it.
The Early Years Learning Framework Learning Outcome 2 tells us that:

‘Children are connected with and contribute to their world’
‘Children become socially responsible and show respect for the environment’
Reading Time!
Please read about relationships and children’s developing

social responsibility in Outcome 2 of Belonging, being and
becoming: The Early Years Learning Framework for
Australia
Recommended Videos
Watch this great range of short YouTube videos which

explain what sustainability is and why it is important.
Great for professional development/staff training.
Sustainability explained through animation

Rethink Sustainability
Environmental sustainability
Sustainability 101: What's it about?

Impact of Key Global Issues
When you start to research global issues relating to the environment, you start to really
see the bigger picture. Humankind has been taking planet Earth for granted over
hundreds of years and we are now starting to see these negative effects. Global
issues can include:
loss of biodiversity;
climate crisis;
global warming ozone layer;
extreme weather events;
deforestation;
air pollution;
food waste;
waste disposal;
pollution from plastic;
agriculture concerns;
melting ice caps;
overpopulation; and
the reduction in the quality of drinking water.
Reading Time!
Please read about relationships and children’s developing

social responsibility in Outcome 2 of Belonging, being and
becoming: The Early Years Learning Framework for
Australia
These are just some of the key global impacts relating to the environment. As you start
to research, you can see how important it is for educators to teach children about the
environment, so we can make positive environmental changes. As you read through
this learning guide, you will start to see how we can make small changes at a local
level to assist with these global issues. As we start to improve our environmental
practices, we take the step in the right direction at protecting our planet.

A Community of Relationships
Experiences of relationships and participation in
communities contribute to children’s belonging, being
and becoming. Having a positive sense of identity and
experiencing respectful, responsive relationships
strengthens children’s interest and skills in being and
becoming active contributors to their world. As children
move into early childhood settings, they broaden their
experiences as participants in different relationships and
communities.
When early childhood educators create environments in which children experience

mutually enjoyable, caring and respectful relationships with people and the
environment, children respond accordingly. When children participate
collaboratively in everyday routines, events and experiences and have opportunities
to contribute to decisions, they learn to live
interdependently.
Children’s connectedness and different ways

of belonging with people, country and
communities helps them to learn ways of
being which reflect the values, traditions and
practices of their families and communities.
From this perspective, sustainability is not just
about conservation but also about the related issues of fairness and equity and the
importance of thinking about our impact on the lives of future generations.
Our responsibility as early childhood educators is reflected in the National Quality

Standards (NQS), which asks that each service is “Environmentally Responsible”
(NQS Standard 3.2). More specifically, settings are asked to embed sustainable
practices into their operations (Element 3.2.3) “The service cares for the environment
and supports children to become environmentally responsible”.

Reading Time!
Please read about sustainability in the National Quality

Standards Quality Area 3: Physical environment
located at www.acecqa.gov.au
Recommended Videos
Watch this great video from Early Childhood Australia

which outlines one centre’s experiences in incorporating
sustainable practices into an early childhood service:
Embedding sustainable practices
Ethical Dilemmas and Sustainability
Reflection
You live in an area with an abundance of rainfall.

There are no mandated water restrictions.
How would you use water?
Would you conserve water or use it freely
as it is not restricted.
As part of the assessment and rating

process, many early childhood and
school age care settings are evaluating
their environment and setting goals
towards becoming more sustainable.

In the early childhood profession, we are guided by the Early Childhood Australia
Code of Ethics (2006) and it is at the very core of our everyday practice. At times, as
educators, we find ourselves in situations where there does not seem to be an obvious
answer or solution to a problem or situation. You can ask yourself “What is the right
thing to do?”
Perhaps there are no rules, policies or procedures to guide decision making, or the
policies and procedures don’t reflect the core values of the service and the
stakeholders. Sometimes there are correct and right courses of action but in some
instances, this may cause advantage for some and disadvantage for others. This is
what is known as an ethical dilemma.
When thinking about how to respond to issues in an ethical manner, it is important to

start by identifying the values and beliefs held by all stakeholders. Identifying different
value positions held:
demonstrates respect for everyone involved;
uncovers shared, valued positions;
helps those involved to understand that people may hold different but equally
valid points of view; and
supports finding more than one solution to an issue.
In relation to water, perhaps we would consider:
the research that tells us our planet is getting dryer and water shortages will
occur;
maybe we will conserve water out of respect for countries and places currently
without clean drinking water;
how do others feel about this?
Let’s look at an ethical dilemma in the following scenario:
You are the new director of an established 60 place long day care service.

The service is yet to undergo an assessment and rating under the National
Quality Standards, and you are keen to make an impression. You know that
a commitment to sustainability is part of the services’ Quality Improvement
Plan (QIP) and you believe that difficult decisions have to be made.
You are a firm believer in sustainable practices and you actively dislike the
use of plastic items for equipment or furnishings. You notice that the tables
and chairs, whilst recently purchased before your appointment, are made
of hard plastic and the outdoor area has artificial grass laid. Your first instinct
is to remove them from the service and replace them with items made from
timber and lay turf for the children to play on. You believe this is a much
more ethical and sustainable practice and you will advise the educators of
your decision at the next staff meeting.

Reflection
Consider the following questions in relation to the scenario

above:
why discard perfectly good furniture just because it
is made of plastic?
are you adding plastic to landfill that will never
break down and as a result, pollute the planet?
is it ethical to discard plastic and replace it with
wooden items which the service cannot afford to
purchase?
what if the purchase of the new items means that
you won’t be able to purchase any art materials
and gross motor equipment for the children?
it turns out that you can afford to purchase the
furniture by rearranging the service budget but it
also means that staff numbers will decrease. How
will that effect team moral and quality of care for
the children?
is the furniture you want to purchase sourced from
plantation timber or imported from overseas
rainforests?
how much water will you use to maintain the grass
over winter?

Waste Disposal
Waste disposal often creates ethical dilemmas as well. What kinds of things end up in
landfill and in our water ways?
Recommended Videos
Please take some time to watch the YouTube

video about plastic in the ocean located at:
www.youtube.com
Consider the cycle below:
Rethink Reduce
Recycle &
Repair
Reuse
Repurpose
Consider these steps as part of a waste disposal management policy.
Paper towel needs to be disposed of in a garbage bin but let’s explore a relevant and
current ethical dilemma surrounding waste management. For example:

Should Services use Baby Wipes or Washable Cloths?
Let’s compare in the table below:
BABY WIPES WASHABLE COTTON CLOTHS
How Environmentally Unfriendly? How Environmentally Unfriendly?
Manufactured in a factory from wood Cloth has previously been dyed and
pulp manufactured.
Cannot be laundered Laundering with washing powder
means creation of grey water that can
contain phosphates and other
chemicals such as optical brighteners
that have an impact on eco systems
when grey water is drained into septic
system.
Adds to landfill Need to be moistened with water
before use
Designed for single use only Can be used again after treatment
Sold in plastic containers or plastic Risk of cross contamination (face vs

packets bottom)
Not biodegradable and cannot be, Need to be soaked in sanitising
nor should be, flushed solution before being washed in hot
water
Contains alcohol-based cleaners and Have to be hung online or put in dryer,
artificial fragrances that can harm skin can take up time away from children
to perform this housekeeping task
Environmentally Friendly? Environmentally Friendly?
Already moistened, no need for water Made from cotton plant, can be
made from recycled clean cloth, such
as cloth nappies or face washers
Disposable, quick and easy to use on Can be laundered and dried in the
the go for nappy changing and sun
cleaning hands,

Fit easily in a handbag/nappy change Can be stored in basket on a shelf
bag nearby nappy change station.
Ethical dilemmas are not simple nor easy to resolve but consistent collaboration,
meaningful discussion and equitable consultation with all stakeholders are best
practice strategies which can be used to move toward a positive outcome.

Enhance
Children’s
Environmental
Responsibility
Develop innovative strategies that promote environmental responsibility in

consultation with children.
In early childhood education you will continuously come across the topic of
sustainability and increasing children’s awareness for positive environmental
practices. Sustainability is not a new idea, however with increasing global concerns it
has become more important than ever. The National Quality Framework identifies the
importance of children learning about their environment and embedding
environmental responsibility into their
everyday practice.
Educators must be innovative in their

strategies for promoting environmental
responsibility in services, while working in
consultation with children. During this
chapter we will explore different
strategies and experiences that can be conducted to assist children in developing a
deeper understanding and appreciation for the natural environment.
Intentional Teaching
Intentional teaching is used to support children’s understanding and respect for the
natural environment and empower them to make changes. As educators, intentional
teaching involves actions that are deliberate, purposeful and meaningful. Intentional
teaching strategies should aim to involve children in the decision making process
(ladder of participation), to ensure long term understanding, development of
morality, transference of knowledge and assist children become agents of change.

Intentional teaching strategies could include:
modelling;
discussion;
Scaffolding;
co-construction of
knowledge;
researching;
collaborating;
open questioning; and
problem solving.
It is critical, as Educators, to be able to move in and out of different roles and draw on
different perspectives and strategies as the context changes.
Reading Time!
Read the National Quality Framework to gain an

understanding of the quality of care and education
expected when supporting children’s creativity and
critical thinking.
Standard 3.2: The service environment is inclusive,

promotes competence and supports exploration
and play-based learning.
Element 3.2.2: Resources, materials and equipment
allow for multiple uses, are sufficient in number, and
enable every child to engage in play-based
learning.
Element 3.2.3: The Service cares for the environment
and supports children to become environmentally
responsible.

Howard Gardner’s Theory of Multiple Intelligences
Howard Gardner’s theory outlines the idea that children are born with multiple
intelligences and educators can use these intelligences to assist children learn in
different ways.
Gardner’s Multiple Intelligences are:
bodily kinaesthetic;
musical/rhythmic;
interpersonal;
intrapersonal;
logical/mathematical;
visual/spatial;
linguistic/verbal;
naturalist; and
existential.
Gardner’s Multiple Intelligences are:
bodily kinaesthetic;
musical/rhythmic;
interpersonal;
intrapersonal;
logical/mathematical;
visual/spatial;
linguistic/verbal;
naturalist; and
existential.

Dispositional Theory (Perkins, Jay and Tishman)
This theory recognises that we all cognitively process information differently. Some
people are broad and adventurous whilst others are careful and strategic.
As educators we can ensure we provide unstructured and unhurried periods of time

for children to explore and develop their own understandings. When researching
sustainability and collaborating about children we have the opportunity to extend
children’s learning process and disposes as outlined in Outcome 4 of Early Years
Learning Framework.
As educators we can begin discussions with children by implementing intentional

teaching strategies that outline the rationale from our practices to global issues.
For example:
Bring in local newspaper articles which talk about relevant issues, local coloured bins
and recycling systems.
Viewing YouTube clips about life cycles and the natural environment, ozone layer
effects, biodiversity, climate change, global warming and greenhouse gas emissions.
Sustainable cleaning and maintenance practices:
look at energy resource kits available from local government agencies;
explore recycling of mobile phones, batteries and ink cartridges; and
incorporate food cycle learning, grow vegetables and herbs for harvesting, use
ethically sourced chickens to scratch and rake garden beds prior to planting.
As educators we can include these strategies

into the educational program on a daily basis,
rather than in tokenistic forms. These strategies
also highlight the importance of community
connections and engagement as a source of
knowledge and available skills.

In supportive active learning environments, children who are confident and involved
learners are able to take responsibility for their own learning, personal regulation and
contribution to the social environment. This active involvement in learning builds
children’s understanding of concepts and the creative thinking and inquiry processes
which are necessary for lifelong learning. Our role as educators is to encourage
children to make their ideas and theories visible to others through discovery of deeper
meanings and make connections among ideas and between concepts, processes
and representations.

Time in the Natural Environment
As an educator you can take time to speak with children about our traditional owners’
connection to country. This includes their beliefs of respect for the earth and all living
things.
All children need opportunities to explore nature and form a bond with it. They need
chances to touch, feel, look and smell. If you live close to busy cities, there are still
many ways in which educators can help children experience nature. Even the
changing weather and seasons can offer an opportunity for educators to help
children develop a sense of wonder for the natural environment and reflect on the
impact of human activities on the environment. For example:
have walking trips and take lunch to eat

in a botanic garden or local park;
buy some seeds and watch them grow in

a pot on the windowsill;
make a garden plot with edible, fast

growing fruits such as strawberries and
tomatoes;
begin a worm farm in the garden or start

a compost heap; and
do sand stories which provide messages of respect for the environment.
Children's curiosity with the natural world and unique way of knowing requires
discovery and exploratory learning, rather than too much talking about theories.
In early childhood or school age settings, for example:
try nature experiments such as watching tadpoles grow and yabbies spawn;
grow vegetables – choose easy ones for success eg. strawberries, peas and
tomatoes;
offer artwork experiences that use natural materials, such as making pictures with
leaves, drying flowers or building sculptures out of sticks and twigs;
buy a rain gauge and help children plot the rainfall each week/month, discuss the
impact of rainfall on the environment;

encourage children to spend time outdoors doing activities;
suggest they join groups and other local community environmental groups to foster
environmentally responsible behaviour, positive action and friendships; and
spend time together doing activities that can be either challenging or relaxing.
Supporting Learning Outcomes through Learning about Sustainability

An educator who uses thoughtful intentional teaching strategies to assist children
learning about sustainability has the possibility of holistically supporting all learning
outcomes.
Learning
Outcome 1:
Children have a
strong sense of
identity
Learning Learning
Outcome 5: Outcome 2:
Children are Children are
effective connected and
communicators contribute to
their world
Sustainability
Learning
Learning
Outcome 4
Outcome 3:
Children are
Children have a
confident and
strong sense of
capable
wellbeing
learners

International Teaching to Support Learning Outcomes and Understanding of
Sustainability
LO1
Discussions with
children which
empower children
to become agents
of change
LO5 LO2
Researching and Collaborate as a
documenting community to
ideas about become socially
sustainablity and responsible and
increasing undertake daily
awareness of practices which
sustainability for The Early Years respect the
the future environment
Learning
Framework/My
Time Our Place
LO3
LO4
Providing time for
Using a range of exploration of the
learning processes outdoors to
to learn about promote
sustainability and emotional, social
develop innovative and physical
solutions and wellbeing
practices

In early childhood and school age care settings, children’s lives are characterised as
‘Belonging, Being Becoming’. This underpins the learning frameworks.
Belonging acknowledges children’s interdependence with others and the basis of

relationships;
Being recognises the significance of the here and now in children’s lives; about
them knowing themselves, building and maintaining relationships, engaging with
life’s complexities and challenges in everyday life; and
Becoming acknowledges children’s ongoing learning and development;
emphasising learning to participate fully and actively in society.
Reading Time!
Take time to look at the Early Years Learning Framework.

What parts of the framework do you feel support
sustainability and out connection with the environment?
Support children to take the lead in identifying practices that are

environmentally responsible at the service
Any future changes in our society in sustaining our planet will need to start with
behavioural change. This includes, as a society, understanding the need for change
and committing to making long term changes to our way
of living.
Contemporary, critical and post structuralist theories have

changed the way we collaborate with children. Children
are now not only recognised as valuable citizens in our
community but agents of change. Children are in a
powerful position to not only develop sustainable practices
but to encourage discussion and influence their own
families about sustainable practices.

Reflection
Think about the sustainable practices currently undertaken

in your centre.
Using Hart’s Ladder of Young People’s Participation below,

identify children’s current involvement. Are they involved in
shared decision making or are sustainable practices
implemented through adult direction?
The Early Years Learning Framework and My Time Our Place includes Learning
Outcome 2 which emphasises the importance of children connecting with and
contributing to their world. Providing children with meaningful opportunities to
collaborate provides opportunity for children to develop this outcome whilst

extending Outcome 4 which is that children are confident learners and are
developing dispositions for learning and research skills needed for the future.
Reading Time!
The Early Years Learning Framework and My Time Our

Place Outcome 4: Children are confident learners.
As you read the outcomes, consider how children could

develop these outcomes whilst solving real life issues.
As educators, if we truly believe in the principle of having high expectation and equity
for young children, then we need to provide opportunity to involve children in
collaborative partnerships and shared decision making. It includes giving children the
opportunity to solve real community problems.
Educators can provide opportunities for children to utilise their creativity and critical
thinking to solve real problems, a vital skill for now and the future. Critical reflection
involves closely examining all aspects of an event, problem or experience from
different perspectives with the aim of gaining a greater understanding and possibly
changing a circumstance or situation. Not only does this raise children’s cultural
competence (understanding of others’ viewpoints) it develops within them a strong
sense of agency. Children feel powerful as agents for change.
Involving children in critical reflections:
develops valuable skills for the future (becoming);
develops cultural competence;
supports all learning outcomes;
assists children to develop empathy for others and understand the rights of
others;
develops a sense of belonging to groups and communities (belonging);
increases social responsibility;

use information and communication technologies to access information,
investigate ideas and represent their thinking; and
shows your commitment to the principle of ‘high expectation and equity for
children’.
Here are some ideas to encourage critical reflection: Note: If children are
unable to read
role model critical reflection;
conventional print,
ask children open ended questions which ensure that you write
neatly so their ideas
encourage them to see different perspectives; can be displayed on
the wall from the
sit in a circle to promote equality and allow
original recording.
children to see each other; Children will often
recognise their ideas
use reciprocal scaffolding, including following and point to them on
the page as they
children’s leads and thoughts;
visually remember
encourage children to respect everyone’s view, positioning the text on
the page. Transferring
ideas and opinions; ideas to a neater
record ideas for example, using a list or mind map; copy often results in
children not
and recognising their work
or ideas in print.
make plans and implement them so children can
see the process of change.
Later, reflect on the changes which have occurred to see if ideas are working or if
additional modifications are needed. These could include:
discussing sustainability;
positioning and design of a new

garden;
making connections with the local

community;
helping friends in our community who

are in crisis (fires, floods, illness);
linking with our community aged care

facility or disability services.

Intentional teaching strategies could include:
asking open ended questions;
giving children time to respond;
acknowledging children’s ideas;
trialling and testing ideas;
giving children the opportunity to implement ideas; and
implement ideas straight away where possible, to empower children and

develop a strong sense of agency.
Offering opportunity to develop creativity is the door to the future and the world. It is
here children will be learning the principles of open mindedness, critical thinking and
problem solving.
Here is an example of questions you could ask using a picture talk to encourge critical
thinking about the environment:
What can you see in the picture?

What are they doing?
Why are they doing that?
What are they waiting for?
Where do you think the birds are?
Where do they live?
Why do they build nests in trees?
What happens if there are no trees?
What can we do to help them survive?
What type of trees would they like and why?
What can we do at kindy to help them?
Help Children Find Something Positive to Do for The Environment

In early childhood and school age care settings, educators can encourage children
to become agents of change, to act and believe they can make a difference to the
environment with even the smallest of actions. Children can also learn by watching
others doing positive things for the environment.

All children can enjoy joining in with simple tasks just by imitating what educators
around them are doing. Lots of positive environmental messages can be a part of
everyday routines and experiences, for example:
ask children to help take the compost out to the bin;
get them to help sort papers to put in the recycling bin;
give them a spade and let them dig away in the garden;
collect and propagate native seeds by putting them in the oven to open as
many species need a bush fire to open; and
learn about traditional foods available in Australia.
Encourage your service to be part of a world-wide movement of people who

recognise that there are limits to the world's natural resources, know the importance
of reducing waste and excess and work to prevent environmental damage. Some
ways this can be achieved are through:
offering and including some stories,

picture books or websites about the
environment;
collaborating with children to help

choose an environmental
organisation for raising money and
receiving donations ie. Greenpeace,
World Wildlife Fund, Landcare groups
(remember goal setting!); and
showing children that you do positive things, such as taking a ‘green bag' to
the service with your lunch inside, ride your bike and/or catch public
transport to the service.
Pro-environmental behaviour in children is related to positive environmental attitudes

and knowledge, as well as having a belief that their actions will make a difference, a
sense of responsibility to care for the environment, and a clear understanding of what
they need to do. Facilitate children to be agents of change by:

helping children to write to newspapers and government members and industry
about environmental matters which concern them;
explore websites that rate companies on their environmental performance, like
www.climatecounts.org, share this information with families and other stakeholders;
talk with them about reducing spending on unnecessary products;
include them in service environmental decision making for example, your service’s
sustainability plan, discuss how electricity is measured and how you as a group can
reduce consumption; and
make them aware of the importance of making small, as well as big, changes.
The importance of supporting children to develop a sense of environmental

responsibility
We know from research that children have an incredible influence over their parents’
behaviour. This has been seen in research related to the increase of recycling as a
result of children educating parents.
The traditional owners of this land lived in harmony with the earth for over 60,000 years.
They lived with respect for all living things and only used what they needed to survive.
They would move around the country according to seasons to allow regeneration of
an area of both flora and fauna.
This connection to country, respect for living things and understanding of mother earth
is what helped Aboriginal and Torres Strait Islander people become the oldest living
civilisation in the world.
Since invasion just over 230 years ago, the disruption to our traditional owners’ culture
has seen that information diminish in passing to the next generation. Our earth is telling
us it’s time to bring it back. Within Australia we are trying to dump our waste on other
countries. This is not sustainable. We need to learn from our elders to listen to their
wisdom and to live in harmony with the earth.
We can research, connect with elders and discuss with children indigenous way of
being sustainable. To only use what we need and stop collecting things we don’t
need.

As you continue to read this chapter and we discuss different strategies for children
to embed environmentally responsible practices, you will start to see why it is so
important for children to take the lead in identifying practices that are
environmentally responsible.
In early education we need children to take an active role in environmental

sustainability and for promoting a sustainable future. As an educator you want
children to develop a sense of awe and wonder in the natural environment, while
being environmentally friendly. Children must be critical about evaluating their current
environmental practices and what improves could be made, as they will be our future
leaders.
Recommended Videos
Watch this great You Tube videos which shows

how one child empowered the world!
Great for professional development and planning:
The Girl Who Silenced the World for 5 Minutes

Teen Climate Activist Greta Thunberg Scolds Leaders for
inaction

Encourage children to exchange thoughts and ideas about environmental
responsibility
Recommended Videos
Watch this great video on children thinking critically

about Climate Change and sustainability.
Climate Changers - Kids Thinking Big About Sustainability
Listen to Children's Concerns about the Environment

Children might have concerns about climate change and other environmental
problems and need help to make sense of events. Listen first and listen closely to what
children are asking or saying and think about
whether they are looking for factual
information, or if the questions are expressing
anxiety about environmental problems.
Younger children are not always able to
express what they mean. What they say
does not always mean the same thing for
them as it does for adults. Sometimes it takes a bit of gentle probing to find out what
is going on behind the first things that they say. Try to:
listen carefully to children's spontaneous questions and comments;
understand what a child is saying from his or her own point of view;
take your cue from children’s concerns, let this guide the direction and depth
of the discussion; and
make comments such as, "that's interesting, can you tell me more about
that?" or “I wonder what would happen if…..?”
These can be helpful ways of trying to get a bit more information from each child.
Children are constantly developing critical thinking including refining their abilities to
use abstract and logical thinking. This can lead to children questioning everything in

detail. They are also starting to develop a greater interest in world events and can
become very focused on the cause and effect of things that happen.
Find Out What Children Know

As educators, find out what children know in case they have mistaken ideas or facts
and correct any misconceptions. Keep your responses appropriate to the age of the
children at your service and appropriate to the child's level of understanding and
emotional development.
Very young children are not able to make sense of the complexity of global warming
and do not have the emotional or psychological maturity to manage this information.
They also do not comprehend issues of time and distance as well as older children.
Young children tend to think that the world revolves around them eg. "Will a cyclone
come and destroy our house too?" Small details can quickly turn into large
generalisations eg. "If the planet is getting hotter, will we all get burnt?" For example:
younger children often need reassurance more

than facts;
firstly, respond to any obvious items of

misinformation that they have picked up and
help them distinguish fantasy from reality;
answer questions simply and honestly, but in a

reassuring way;
younger children may need to be reassured that

environmental catastrophes are not
happening near them; and
often it is more important to give children

opportunities to fall in love with the planet than
to overload them with information!
Check with children about what they have heard others say about environmental
issues and the impact of human activity on the planet then you can correct any
misunderstandings or follow up any concerns. They may be concerned or confused
about things that other children are saying and need your help to make sense of
information or sort out truth from fiction. Educators can:

answer children's direct questions in simple and straightforward terms;
keep responses brief;
give children a chance to respond to each of your comments before saying

more; and
follow the lead of children's questions and not give more information than is
asked for.
Don’t burden children with information for which they might not be ready. The result
of trying to teach children too early about abstract concepts, like rainforest
destruction, ozone holes and whale hunting, can be disconnection and withdrawal.
When we ask children to deal with problems beyond their cognitive abilities,
understanding and control, they can become anxious and even frightened.
The answers to some questions are not always straightforward. As an educator, you
can explain that some people think one way about problems and others think another
way. It is important for children to hear that there are differences of opinion and
different ways of seeing problems and solutions.
Sharing Meaningful Conversations

Be mindful of how you are reacting in discussions about environmental problems.
Keep the conversation simple, for example "I am sad because sometimes people are
careless and leave their rubbish lying around – but not all people are like this”.
As educators in early childhood and school

age settings, it is important to be careful and
not burden children with adult concerns,
raising new questions and fears for them rather
than helping them deal with questions and
fears they already have. Sharing your own
strong feelings as an educator may also
prevent children from expressing their feelings
openly. Also be very careful about images we
show children which can be distressing.

Offer children a different way of thinking and feeling about events for example, "But
there are also many good stories about people who are saving the environment. I feel
good knowing this is happening in our world too.”
Offer children a reason for why you feel the way you do; use feeling words for
example, "I'm feeling upset about how people waste so much energy and resources
by consuming more than they need, throwing out what they don't want anymore,
and polluting the planet. It's so frustrating."
Model respect, compassion, and understanding for different choices that people
make in how they live on the planet, even though you might choose to do things
differently.
Ensure environmentally sustainable practices are embedded in daily practices

of the service
Respect for the Environment
As early childhood educators, we can not only show and model respect for the
natural environment but empower children to respect the environment and the many
eco systems that exist in harmony within the environment. Engaging children in
meaningful discussions and conversations as part of everyday practice is a critical
aspect of promoting sustainability in early childhood services. Spend time outside
watching cicadas shed their shells on the trees, track the cicadas’ movements, follow
their sounds and quietly listen. Carefully collecting empty cicada shells for exploration
under magnifying glasses rather than trapping them in bug catchers, forgetting about
them as they linger on a windowsill.
What we show to a child is what we value, whether positive or negative. It is our

responsibility to guide children with gentleness and instil sensitivity as they discover
equitable ways of exploring the environment. Sometimes in our enthusiasm to collect
or add natural items we may be damaging fragile ecosystems. For example, dragging
logs out of the bush removes a home for ants and collecting shells from a rock pool
disturbs crabs and anemones. The Early Years Learning Framework Outcome 2
addresses these learning dispositions. These experiences link directly into the

educational program; empowering children to participate in and collaborate with
each other and educators in sustainability projects.
Role-Model Respect, Care and Appreciation

Remember never to hurt living for the Natural and Constructed Environments
things. Removing bark off a tree Think about Bandura’s Theory of Social
for painting kills the tree. Learning where children learn from modelling
The bark on a paper bark tree is not only from our actions, but our values and
there for protection. Would you beliefs. As educators, we need to ensure our
peel your skin off? attitudes, beliefs and behaviours match.
This is not honouring the spirit of

Two key aspects of sustainability are respect
the tree or supporting the
and appreciation for the environment. Some
principles of sustainability!
strategies for promoting these qualities can
include:
role modelling caring for the service environment by including tidying play spaces
both indoors and outdoors, putting items away, hanging things up, wiping tables
down, sweeping floors, paths and sandpits as part of the daily rhythm at the
service;
actively participating in caring for the environment, making and caring for
gardens, watering plants, caromg for animals such as fish, tadpoles and chickens;
share conversations with children about how it is important to care for plants and
animals and share in discussions about the
wonder of the environment at the service;
role model expectations, put your lunch
scraps in the recycle bin, lead by example;
share in positive conversations about what
would happen if no one cared about the
environment, at home, at the service and out in the community, the beach/the
bush?
use books, story-telling and drama that promote positive attitudes and behaviours
toward caring for and appreciation of the environment.

These conversations and interactions encourage children to become responsible
for the natural and constructed environments, creating a sense of belonging and
ownership.
Reflection
Bug Catchers – Respectful and Ethical?

Watching a long line of brown ants, some of them coming
and some of them going, backwards and forwards
collecting food for their growing community, carrying food
often twice as big as themselves, coordinating food
collection, cleaning up dead insects …
VERSUS
Catching them in a bug catcher, taking them out of the
nest, being carried around in a bug catcher, left on a
windowsill and forgotten until the next day.
Which approach supports Outcome1 & 2 in promoting

respect, empathy and reciprocal rights of others?
Are we promoting ethical behaviours?
Your Turn!
In the table below, fill in the practices which

match and those which do not match
the beliefs as listed.

Practices That Practices That Do Not
Belief
Support Belief Support Belief
Respect for insects Gathering in the outdoor Standing on the insect in
area with children to show front of the children.
what an insect in the Only listing negative
environment looks like. qualities of the insect
Discuss the different types (ie scary, hairy, gross etc.)
of insects and their role in
the environment.
We should recycle paper
Vegetable gardens are

important
Check your ideas
You can compare your ideas with ours.

Here are some suggestions.

Practices That Practices That Do Not
Belief
Support Belief Support Belief
Respect for insects Gathering in the Standing on the insect in
outdoor area with front of the children.
children to show what Only listing negative
an insect in the qualities of the insect
environment looks like. (ie. scary, hairy, gross
Discuss the different etc.)
types of insects and
their role in the
environment.
We should recycle Paper is collected, Writing notes on new
paper baskets available. paper, putting paper
Paper re-used within the into garbage bin.
centre before external
recycling.
Vegetable gardens are Create a flourishing Garden that is left

important garden which involves unattended or left to
all staff and children. one staff member only.
Produce is picked and Vegetables not picked
used in the service. and left to rot on vine.
Families encouraged to
take home vegies and
herbs.
Relationship between human and animal activity and the environment

In early childhood education, you will discover that most children already have a
fascination with the natural environment. Educating children is vital for the future of
our land. Through sustained communication, children can learn about the
interdependence between people, plants, animals and the land. From a young age
children can start to learn about the impact of their actions on the environment.

As part of implementing our learning framework as educators we have high
expectations for all children and acknowledge that children have the ability to
understand complex concepts and make informed decisions about their world.
As educators we are able to introduce opportunities for children to explore the

relationship between human, animal activity and the environment. Introduce
opportunities to children to explore the interdependence of life cycles and
ecosystems between people, plants, animals
and the land by:
adding frogs, tadpoles, yabbies, hermit crabs
and fish to tanks and ponds;
grow herbs, vegetables and fruits to harvest for
fruit snacks and/or feed guinea pigs;
provide large rocks in the outdoor area for
animal habitats to develop e.g. a blue tongue lizard or ants;
use technology for children to connect with global issues such as climate change
and greenhouse gas emissions e.g. view YouTube videos;
tell stories about endangered species such as orangutans, tigers and whales, use
books and pictures to stimulate conversation;
regularly engage in maintenance of the environment and talk about why it is great
to do these things at home too e.g. sweep up fallen leaves, collect fallen branches
to use for display or art projects;
talk about nests and homes for birds, explore how animals create their homes;
plant trees and talk about how trees give out oxygen and absorb carbon dioxide;
read stories about sustainability issues and inclusions;
talk with children about cleaning up after art and/or craft activities and how to
dispose of glue ie. not down the sink;
posing questions which encourage critical thinking such as:
where does paper come from?
how do our water ways become polluted?
what do plastic bags do to turtles?
if we light fires to burn rubbish, what is the impact?
if we don’t recycle, what will happen?
when we tip things down the sink, where does it go?

why do we use plastic bags? What can we use that is more sustainable?
Recommended Videos
Take some time to watch the following videos:
Living things change:
https://www.youtube.com/watch?v=xDSFlRunlrU
What natures teaches children:
https://www.youtube.com/watch?v=Dhas9OEc1Lk
Changing the nature of Preschool:
https://www.youtube.com/watch?v=1jNAImEvcAs
Key Areas of Focus and Environmentally Sustainable Practices

Curriculum
In early childhood education sustainability is a very important part of the curriculum
(program). The NQS, EYLF and My Time, Our
Place (MTOP), all have a strong emphasis on
sustainability and implementing sustainable
practices. Sustainable practices should be
incorporated into your program and
implemented daily. As mentioned in this
chapter, there are multiple ways to embed
sustainability in to your program and to assist children in developing their
environmental responsibility.
Below you will find examples of how to implement different environmentally

sustainable practices into your curriculum such as using eco-friendly materials,
exposing children to eco-literacy, using recycled and natural materials, examining
water and energy use, exploring biodiversity and analysing waste management
strategies.

Eco-Friendly Material Usage
As consumers we have buying power.
We can consider sustainable options not
only within the early childhood centre but
through items that are brought in, such as
plastic food wrap and clip lock bags.
Imagine three children, each with a

lunchbox, attend your early childhood
centre every day for 40 weeks (a usual four term year). That’s three lunchboxes per
day with each lunchbox containing say, three items in clip lock bags totalling nine clip
lock bags per day (45 per week) ... 1,800 clip lock bags in total used by one family per
year. Remember children attend early childhood and school settings for up 18 years!
Maybe this is where you begin your journey toward embedding sustainable practices
in your centre?
Plastic Fantastic!
Did you know when plastic was invented, the owner ran a competition
asking the public to identify possible uses for this material!
The idea of asking others on a global scale was creative in
itself and the ideas for plastic are now endless.
Our new goal as a society is how to reduce the product’s

emissions and environmental impact.
See – there is always something new to invent!

Consider the following:
purchase recycled paper towels and recycled toilet paper for the service;
ask your local council to provide a green bin for food scraps and organic
waste (if not giving to animals or putting into a composting bin);
examine ways to reduce your use of paper. Can your programming go on to

an electronic journal? Do you really need to print out a child’s learning journal
or can you put it on to a USB?
switch to environmentally friendly, non-toxic, biodegradable cleaning products

– can your centre use more environmentally friendly washing detergent or
cleaning sprays?
choose to purchase wooden products that can be recycled instead of plastic

products;
select more natural pesticides and pest prevention for the service (non-toxic);
choose to purchase environmentally friendly craft supplies;
could your centre use cloth nappies instead of disposable?
plan environmentally friendly experiences (using natural materials);
become more energy efficient (eg. switching to low voltage fluorescent

lightbulbs); and
change your centre menu to promote locally sourced or organic food. This will
assist in reducing your carbon footprint.
Eco-Literacy for Children

Eco-Literacy is about exposing children to knowledge about the natural world,
therefore developing their understanding of natural systems and how all things on
Earth work together. It involves assisting them in learning new knowledge about
nature, therefore increasing their abilities to make informed decisions about the
environment. Ideas to encourage this are:
engage in conversations with children about our environment;
provide them with experiences that examine different environmental issues

(age-appropriate);

provide them with hands-on learning materials such as vegetable gardens,
worm farms, composting, waste disposal, recycling etc;
provide them with time to be out in the natural environment;
provide them with materials such as

books, posters, puzzles and games
about the environment and
sustainability;
provide them with tools to conduct

research (laptop, iPad, books, more
knowledgeable peers etc).
Biodiversity
Biodiversity involves the variety of living
things that can be found on Earth and
includes plants, animals, fungi and
microorganism. It examines particularly the
habitats and ecosystems in which they live.
In early childhood education, biodiversity is
important as it provides functioning
ecosystems which provide oxygen, clean
air and water, as well as pollination of plants and pest control.
In early education we can examine Biodiversity by:
looking at the difference between living things (plants, animals,

microorganisms, fungi);
exploring the World and the differences in biodiversity;
caring for our local habitat; and
exploring our human impact on biodiversity and what we can do.

Helpful Websites
For more information about Biodiversity, visit:
https://soe.environment.gov.au/theme/biodiversity/topic/
2016/importance-
biodiversity#:~:text=Biodiversity%20is%20important%20to%2
0humans%20for%20many%20reasons.&text=Ecological%20li
fe%20support%E2%80%94%20biodiversity%20provides,treat
ment%20and%20many%20ecosystem%20services.
https://www.conservation.org/blog/why-is-biodiversity-
important
Using Natural Materials (Natural Environment)

Natural materials add a valuable range of possibilities to children’s learning and the
development of critical thinking. For example, the play experiences children can be
involved in with long sticks, small rocks and fallen palm fronds has endless possibilities
as opposed to a box of plastic blocks on a mat. Offering open ended natural
materials and supporting each child’s involvement in play is part of intentional
teaching strategies. Offering plenty of unhurried time for children to explore,
hypothesize and evaluate their ideas in meaningful ways tells children you value them
and their ideas.
This list is indicative only. As you become more aware of your own local surroundings,
the more natural materials you will find!
fallen gum leaves;
fallen leaves from deciduous trees;
ferns from garden trimmings;
cut flowers from gardens – incorporate native and

introduced species;
fallen bark;
pebbles;
feathers;
seed pods;
twigs;

cut rounds of small logs;
grass clippings;
dirt (yes, dirt!);
natural clay;
straw;
shells;
dried seaweed;
driftwood;
coconut shells; and
patterned rocks.
Using Recycled Materials (Upcycling)

Using recycled materials in play is an excellent way to model to children that items
can be repurposed and have a second life. But remember not to use in a way that
turns recyclable material into non-recyclable waste!
By using recycled materials thoughtfully, we are reducing our impact on the

environment. Here is a short list of some recycled materials which can be re-used:
cardboard boxes;
paper;
Remember not to use
cardboard tubes; materials in a way that
turns recyclable material
plastic yoghurt tubs;
into non-recyclable
water bottle tops; eg. taking a cardboard
tube and covering it in
coffee/formula canisters; glitter. It is now waste!
glass jars;
milk bottles/drink bottles;
old computers/keyboard/monitors/printers (ensure all battery and electrical

wires are removed);
old mobiles/landline phones;

sheets/blankets;
pots and pans;
tea pot sets or kitchen utensils;
magazines; and
furniture – tables, chairs, lamps and rugs.
As you can see from the list above there are many
different materials which can be recycled and reused.
This is only a very short list, as there are so many different
items. You can collect items from your local second-
hand shop or even during council pick up. It is amazing
what sort of wonderful items you can find. You can even
ask your families if they would like to donate any items
to the service.
Reflection
Who are your families?

Do they work for companies that may be throwing
away materials which can be used as resources?
When are your local council kerbside clean ups?
What is available on Gumtree as swap?
Recycling
Recycling paper, plastic, glass and cardboard is a great place to start so here are
some more examples to build on:
collect items for reuse, plastic yoghurt containers, small Do not buy new
tiles, timber offcuts, buttons, wire and corks for products.
Join local
construction areas; Facebook groups
such as “Buy
limit the use of new and/or purchased plastic. Use glass Nothing” to
jars for paints, display and for the storage of items; exchange and
swap within your
local community.

engage in community options available within your local council area; and
Join Facebook groups such as “Buy Nothing” to ensure we avoid buying new
products.
Note: used paper towel cannot be recycled as it is contaminated waste and needs
to be disposed of in a garbage bin.
Recommended Videos
Please take some time to watch the YouTube

videos about the War on Waste.
There are multiple videos available:
https://www.youtube.com/watch?v=k2sFAX0mSvo
https://www.youtube.com/hashtag/waronwasteau
Energy Conservation
Energy includes power in use at the service such as electricity, lights, gas and hot
water. Here are some ideas:
explore using or adding renewable sources of energy such as solar panels;
daily practices to save on energy consumption such as turning off lights during
the day and opening curtains to let in natural light;
using the sun to dry clothes on the washing line;
using dishwashers and washing machines only

for full loads;
purchasing appliances with 5-star energy

and water ratings;
replacing all light bulbs with LEDs which use

up to 80% less energy;
installing smart power strips which turn off all standby appliances such as
televisions;
use blankets and curtains rather than heaters; and

weatherproof the building to avoid drafts.
Water Conservation
In Australia, there are many country towns which have water
trucked in to their communities. Water and food shortages are
deemed a significant risk. We must all conserve water and
food. We can contribute to this by:
sweeping paths and walkways instead of hosing;
redirecting grey water from washing machines and

dishwashers onto trees, shrubs and garden areas;
Be aware that grey water cannot be used on edible
plantings due to cross contamination.
dry mopping floors;
regularly sweeping sand back in to the sandpit during the day. Place brooms
near the sandpit so the children can participate and then this will eventually
lead to sweeping becoming part of the pack away routine;
installing rainwater tanks so water can be used to water gardens and for play,
rather than accessing tap water;
tip water play troughs on to plants; and
fit ceramic washers to taps and fix any leaking taps and toilets promptly.
Waste Management Strategies (including food

waste)
Consider participating in community programs
available within your local council area and
consider what your service can do. For example:
limit throw away waste. Garbage and

contaminated waste must be disposed of on
a daily basis but really reflect on what you consider rubbish or garbage;
audit your centre, look for examples of creating and exposing of waste;
reuse green waste by sending green waste, fallen leaves and grass clippings to
compost or for use in worm farms;

ensure that toxins are not introduced into the environment even though they
may be labelled as being ‘eco-friendly’, when in fact they aren’t. Consider the
story of palm oil; and
can a couple of chickens or guinea pigs be introduced to the service to eat

food scraps? Imagine the benefits as twofold; sustainable practices and the
opportunity for children to develop empathy as they learn to handle and care
for animals. This also lends itself to children being a part of interdependence.
Waste disposal often creates ethical dilemmas as well. What kinds of things end up in
landfill and in our water ways?
Recommended Videos
Please take some time to watch the You Tube

video about plastic in the ocean located at:
World's Biggest Garbage Dump
Consider the cycle below:
rethink recycle
repair reuse
repurpose
Consider these steps as part of a waste disposal management policy.

Waste Management Heirachy
Don’t change something that’s recyclable into something that has to be disposed of,
for example:
taking a box and covering it in glitter, glue and plastic makes the item unfit for
recycling; and
laminating a piece of paper or piece of nature (leaves, flowers etc), then
makes the items unfit for recycling.
The aim of sustainability and being

aware of our natural environments is to
increase the life span of materials.
Recyclable materials can be reusable
and made into something different, if
they are not misused.
This Waste Management Hierarchy

diagram shows that avoiding and reducing waste is most preferable. The disposal of
waste is least preferable, as we should mainly be focusing on lessening waste in the
first place.
When you go grocery shopping what do you use for your fruit and vegetables? Do you
use the soft plastic bags that are provided? Maybe you use reusable fruit and
vegetables bags or maybe you don’t use a bag to carry them at all and you have a
fruit and vegetable basket.

Cleaning Products (Toxins)
There are many environmentally friendly and biodegradable cleaning products
available and sustainable methods that can be used for cleaning both indoors and
outdoors. This is a way of eliminating toxins and not introducing toxins into the early
childhood environment. Bicarbonate of soda and vinegar can be used to clean
toilets, sinks, cement, paved pathways and drains.
Tables can be wiped with a soft cloth and a pH neutral
disinfectant. Be aware of using eucalyptus oil for cleaning.
Studies have shown that the vapours from this oil are very
strong and can stimulate allergic responses or asthma
symptoms if not diluted correctly. There are water soluble
options available.
We all love to use natural, homemade cleaners, however

when looking for online recipes, be aware of the rules and
regulations in early childhood education eg. one recipe
suggests cleaning with lemon juice as it is a natural cleaner due to its low pH and its
antibacterial properties. However, in early childhood education this type of cleaning
product is not recommended due to its high citric acid content.
All chemicals in early education services must have Material Safety Data Sheets
(MSDS) for each of those chemicals in an easily accessible area. An MSDS is a
document that contains all the potential hazards from a particular chemical product
and contains more information than what is provided on the label. MSDS are
particularly important for serious instances where a child or educator has ingested a
cleaning product, it will provide information about body contact and first aid (eg.
getting in the eyes).

Strategies for improving children’s experiences and understanding of the natural
environment and skills for environmental sustainability
Recommended Videos
Watch these great range of short You Tube videos which

provide a range of ideas for sustainable living.
Sustainable Living - Practical Eco-Friendly Tips for
Green Living and Self-Sufficiency
What is Sustainability - Easy Ways to Start Living Sustainable
Living Outside the Box Sustainable Lifestyles
Growing and Preparing Food

Today most of the food we buy comes from the
supermarket and packaged in plastic. An edible
garden is a great way to teach children about
paddock to plate. A garden teaches children
goals, patience, problem solving, project
management, responsibility, care, respect and an
appreciation for the energy and effort it takes to
grow our food.
Remember when planning an edible garden, cooking experiences, waste

management projects or any other experience with children, to ensure that you
aim for the higher rungs of Harts ladder of participation. Children should always be
active participants.
Discussing the food chain with children encourages respect for farmers who provide
our food and for animals and plants who give their life so we may eat. Like many
religions and cultures around the world, our first nation’s people give thanks to the
spirit of the animal who has given its life. Raising children’s understanding of how
precious food is also raises their awareness of others and the understanding that not
all people have access to food and water. This can lead to an appreciation of what

we have and discussions on food wastage minimisation strategies to be implemented
at home and at the centre. This is particularly important in light of predicted food and
water shortages to come.
Here are some ideas for experiences which explore the growth and care of living
things:
plant native vegetation for our native animals to eat and live;
planting an edible garden. Brainstorm with children their favourite vegetable to

include in the garden;
develop literacy by reading seed and sapling

information labels;
provide gardening magazines in home and

book corner;
discuss with children what each plant needs to

grow and identify the best position in the
garden;
undertake science experiments to determine shade and full sun positioning;
research when things go wrong! Role model ways to find information. The lettuce
is looking wilted what can we do? Use Google with children to access
information;
conduct science experiments such as hydroponics verses planting in soil;
growing herbs in boxes, role model harvesting herbs;
offering inclusions in the program for children to harvest food grown in the
garden and then prepare during cooking experiences, for example, snipping
parsley with scissors, washing beetroot for roasting to be eaten at a mealtime;
planting vegetables that can be harvested regularly without removing the

whole plant, such as some varieties of lettuce, spinach, and potatoes;
add a worm farm to reduce food waste;
compost bins;

create paper recycling bins with children as part of project work to reduce
waste;
offer opportunities for children to recycle plastic containers;
using produce to cook with children at the

centre and take home;
provide a garden for families to help

themselves;
choose vegetables which grow quickly

initially so children’s efforts are rewarded
before the slower growing vegetables.
include bush tukka plants and explore how to grow and harvest. These can be
used to include Aboriginal and Torres Strait Islander culture into your centre on a
daily basis;
showing children YouTube clips about Aboriginal bush tukka give opportunity to
discuss edible and non-edible foods ie. recognition that some plants are
poisonous and cannot be eaten by humans or other species;
ethically purchase indigenous plants and herbs from Aboriginal and Torres Strait
Islander people and organisations;
discussing with children and families to only take what they need and talk about
food waste;
transport all food in reusable bags or baskets (no plastic);
discuss options when shopping for fruit and vegetables that avoid using plastic
bags;

discussing ethical purchasing and choosing to buy produce directly from the
famers or unpackaged where possible. Service like “Your Food Collective” are
available for internet shopping and deliver in boxes;
children can order using the internet food form organisations such as Your Food
Collective and help unpack, wash, cook and eat food;
families can be made aware of these types of services as an alternative to

supermarkets; and
have chickens and pets to care for on a daily basis.
Recommended Videos
Aboriginal Chef Mark Olive: How to

cook with Indigenous food
Australian Bushfoods magazines
Aboriginal Cooking - Mullet
BushTV - The Big Kitchen
Reading Time!
Please take some time to read the document titled

‘Little Green Steps – Sustainability Education for
Childcare Centres’.
http://www2.canterbury.nsw.gov.au/LittleGreenSteps/little-
green-steps-report.pdf

Encourage children to learn about Aboriginal and/or Torres Strait Islander
Peoples environmental responsibility practices.
Aboriginal and Torres Strait Islander cultures are complex and diverse. The Indigenous
cultures of Australia are the oldest living cultural history in the world; they go back at
least 50,000 years and some argue closer to
65,000 years.
One of the reasons Aboriginal cultures have survived for

so long is their ability to adapt and change over time.
It was this affinity with their surroundings that goes a
long way to explaining how Aboriginal people survived
for so many millennia.
The land is fundamental to the wellbeing of Aboriginal people. The land is not just soil
or rocks or minerals, but a whole environment that sustains and is sustained by people
and culture. For our First Nation’s people, the land is the core of all spirituality and this
There is a lot of misinformation about Aboriginal and Torres Strait Islander cultures.
As educators it is important the relationship and the spirit of country is central to the
issues that are important to Indigenous people today.
Reflection from an Awabakal woman
As an Aboriginal woman it is hard to describe the importance of our

connection with country. It is in nature that our soul feels calm and at
peace. For me it was returning to my Father’s Awabakal land near the
water. For my son, he has chosen a career involving caring for our
environment.
For my Dad who was one of the stolen generation, he worked full time as
a prison guard during the week. However, every weekend he returned to
country. His nickname was ‘Bushy Smith’. Having fair skin meant he could
keep his Aboriginality a secret. He would often work for locals in back
burning, lopping and bush regeneration. Being able to go back to the
bush gave him some feeling of peace and balance in what was a very
traumatised life and confusing world.

As educators we can explore our First Nation people’s culture through inclusive
practices encouraging familiarity with stories and exchanging information about
sustainable practices and the relationship with the land and living things.
Traditional lands were defined by geographic boundaries such as rivers, lakes and
mountains. They understood and cared for their different environments and adapted
to them.
Did you know

There is a lot of misinformation about Aboriginal and Torres Strait
there are 6+
Islander culture available on the web so it is very important to
seasons in our
check your sources. One size does not fit all. Local elders and land
traditional
councils are a great place to start building ongoing relationships
culture,
to learn about local culture in your area. Below are some great
depending on
websites to help start your research and journey. We have the
where you live
oldest living traditions in the world and we can all help to protect
in Australia!
and appreciate it.
Here are some messages to share with children:
all living things have a spirit;
respect all living things;
do not kill for the purpose of hate, fear or fun;
respect others;
before eating, say thank you to the animal who has given their life so you can
eat;
replant native plants and foods; and
value bush tucker and medicine.
Helpful Websites
For more information about traditions in relation to the

environment and sustainability visit the Local Land Councils:
https://www.creativespirits.info/aboriginalculture/land/me
aning-of-land-to-aboriginal-
people#What_does_land_mean_to_Aboriginal_people?
https://www.commonground.org.au/watch

Have you ever looked at different ways that Aboriginal and Torres Strait Islander
cultures made art? They have such a strong respect for the natural environment and
they use natural elements from their environment to create art.
Methods used in making Aboriginal art include:
rock painting;
mud drawings;
body painting;
dot painting;
rock engraving;
carvings;
sculptures;
weaving; and
string art.

Promote
Environmental
Responsibility in
the Service
Review the service philosophy, policies and procedures in relation to different

aspects of environmental responsibility
Centre Philosophy
A Centre Philosophy is a very important document - it is a written statement which
reflects the beliefs and values of the Centre. When writing a Centre Philosophy, it is
important to remember that it is a living document. It will never stop evolving as this
document is continuously reviewed in consultation with children, families, staff and
the local community. When reviewing your Centre Philosophy, it is important that you
include your Centre’s beliefs on environmental responsibility and sustainability.
An early childhood or school age care setting with a commitment to sustainable

practices begins with a philosophy which:
values natural learning in natural

environments;
respects diversity;
respects the right of others;
recognises and provides support to all

children and families;
values partnership and collaboration

with families and community;
values ongoing learning and reflection by educators;
promotes the interdependence between ourselves, living and non-living

aspects of our planet, as a valuable context to embed sustainable practices;
values the development of cultural competence;

believes in the principle of high expectations and equity for all children and
families;
promotes partnerships and secure, respectful relationships;
provides sustainable learning environments which assist children to reach

learning outcomes and beyond;
educators which implement intentional teaching strategies to support each

child’s learning; and
provides support for transitioning to other environments and catering for

belonging, being and becoming.
Reflection
Take some time to reflect on your Centre’s philosophy.
Does your philosophy consider the above?
Does your philosophy have a strong emphasis on

environmental responsibility?
What could be changed in your centre

philosophy to reflect this?
Policies and Procedures

Every early childhood service will have policies and procedures in place with regard
to Environmental Responsibility. Environmental Responsibility is such an important
element of the National Quality Standards (3.2), EYLF and MTOP. These policies are
put into practise to ensure that all educators within a service are aware of their
environmental responsibilities. Children are supported to become environmentally
responsible and sustainable.

Reading Time!
Please take some time to examine your service’s

Environmental Sustainability Policy.
Take a look at the following Environmental

Sustainability Policies from different services:
http://www.trikkikidz.com.au/trikki01/wp-
content/uploads/2018/01/Environmental-Sustainability-
Policy-2017-10.pdf
https://www.unitingvictas.org.au/wp-
content/uploads/Environmental-Sustainability-Policy.pdf
When reviewing your service’s Environmental Sustainability policies and procedures,

consider the following:
does the policy apply for all staff, educators, children, families, volunteers and
community members?
does it have an emphasis on educating the children about the environment

through experiences, daily practices and meaningful interactions?
does it believe in ‘everyday practice’. That these practices must be used daily?
is the service committed to protecting the environment?
does the service network with other organisations to strengthen their

environmental responsibility?
are environmental strategies such as growing and preparing food, recycling,

waste reduction, being considerate of water usage and reduction of energy
usage considered in your policy? Are these a part of everyday practice?
do educators role model sustainable practices?
are families provided with strategies on how they can be sustainable and more
environmentally aware at home?

The links between Philosophy, Policies and Practices
Sustainability can’t exist in isolation. A commitment to best practice guides us to
embed sustainable practices in policies, procedures and all daily operations.
Consider the following:
Philosophy is written based on

Theory/framework
Policies
Reflected in your practice
Interaction and
Physical & Emotional Relationships with
Teaching Strategies
Environment Others
implemented
It influences everything we do!

Daily Practices
Daily practices need to reflect what is written in the service philosophy and policies.
That means that as educators we need to do what we say we do in every aspect. This
can include:
Being aware of energy usage:
turn of air conditioning when leaving room;
open up windows instead of using the air

conditioner;
turn off lights and fans when leaving the

room; and
turn off all power points not in use.
Relationship with others:
open respectful communication used with everyone;
partnerships with others involving respectful, secure relationships;
children are treated with respect at all times;
everyone treated as equals;
conversations during activities are meaningful, building relationships, extending

knowledge and concepts;
regular two-way communication occurs with parents about home and their
family experiences – eg. artifact box,
conversations, emails;
children are listened to and heard, their

voice is reflected in the educational
program and in documentation;
community happenings and views are

respected in the service – eg. need for
environment sustainably such as saving water and power is discussed with
children and families and implemented in the service;
a policy preventing the use of food as play equipment such as ‘apple’ or ‘fish
printing’ or as a table decoration shows respect for those in the world who

currently do not have access to food on a daily basis. Food shortages are a
growing concern in our world; and
share with others eg. unwanted items, resources or home grown produce.
Consult with stakeholders to identify potential changes in the service

philosophy, policies and procedures regarding environmental responsibility
Who are Stakeholders?
Discuss with stakeholders any identified areas of potential change. A stakeholder is
any person who has a vested interest in an early childhood or school age care service,
for example:
families;
children;
educators;
service community;
staff;
management; and
wider community.
Tools for Identifying Potential Improvement in Consultation with Stakeholders

For sustainable practices to become embedded and become effective, there has to
be collaborative development so that all stakeholders can benefit from the sharing
of knowledge, ideas, enthusiasm and available resources.
Consultation can take many forms and can be both formal and informal. Offering a
range of ways for each stakeholder to participate in the consultation process is part
of the commitment not only to embedding sustainability but to equitable decision
making as a collective. Ways of consulting with stakeholders can include:
asking for expressions of interest regarding sustainable practices that will be

reviewed and/or included in the service operations;
newsletters, emailed and/or printed;
noticeboards, posters and flyers;
policy and procedure development;

include sustainability in educator/staff meeting agendas and record outcomes
and plans in minutes which can be added to the service QIP as a guide for
continuous improvement;
collaborate with all educators in the creation of resources to enhance learning

about sustainability;
lead a play-based approach within the educational program to promote

children’s existing interest in sustainability, including modelled play, open ended
play and purposely framed play;
engage the local Aboriginal community to promote understanding of their

connectedness to the land and experience the rich aspects of Aboriginal
culture and story telling;
act as a facilitator for the

network of stakeholders, lead
and/or attend sustainability
workshops available in the
local community;
enlist the help of experts

including not-for-profit
organisations and others in
the local community concerned with environmental issues such as Landcare,
to help deliver elements of sustainability in the service; and
invite guest speakers from the local community garden, plant nursery, wildlife
rescue or permaculture society to share knowledge and support the service
plans and ideas.
Consider Areas of Potential Change and if your Service is Modelling Best Practice.
Before making changes, we need to consider the impact of those changes and if
those changes contribute to sustainability and reflect best practice. For example,
throwing away plastic tables in good condition to replace with new timber tables that
may not be sourced from sustainable materials or removing perfectly good ground
coverings to lay turf are not sustainable practices in financial terms.

Start small, remember the example of the 1800 clip lock plastic bags? Approach any
changes as a collaborative team, for example:
observe the mealtime routines at your service and make notes about what
gets thrown away and what can be recycled;
observe bathroom/toileting/nappy change routines and make notes about

how water is used. Consider the ethical use of baby wipes as opposed to
laundering wiping cloths, how can you encourage each child to save
water? Look at how much paper towel is used and how many clean sheets
end up on the floor before they are used?
review power bills, change to lower energy consumption light globes and put
on another layer of clothing if the weather is cool. Limit the use of expensive
air conditioners for heating and cooling;
gardens are watered at the end of the day rather than at noon, via a drip
system from the rainwater tank and the children source the worm juice from
the worm farm as part of play;
explore your service philosophy – is sustainability mentioned? Does the team

value sustainable practices? Spend some time reflecting on your beliefs and
attitudes then brainstorm to prioritise and implement strategies. Include
families and the service community as well.

Reflection
Think for a moment … reflect on your own context.

Do you believe?
Everyone and everything on Earth should be treated
with respect?
Everyone should have access to clean water and
clean air?
Every child should have access to shared, beautiful
spaces that make them feel happy?
Everyone has a responsibility to protect the planet
for future generations.
Each child can be empowered to make decisions
about sustainable practices at home, as well as at
the service.

•Cleaning policies and procedures
•Purchasing policies and procedures
Changes to Policies •Recycling
and Procedures •Energy, Water and Waste Management
•Lead by example
•Embed sustainability into the educational
program ie. turn lights off and recycle
Daily Practices •Children engage in co-construction of
knowledge and become agents of
change
•Attitudes towards sustainability

•Knowing where to start/prioritise
Staff Education and •Scaffolding or implementing change
mangagement
Reflection •Reflect on progress, level of commitment,
add changes to Quality Improvement Plan
(QIP)
We know the role of the natural environment and materials in terms of children’s
construction of knowledge, ideas and perspectives. As educators, we promote
positive learning dispositions of persistence and curiosity; consulting and collaborating
with children to develop the service philosophy promotes a sense of agency and
encourages transfer of knowledge from one context to another.
In an early childhood service and school age care setting, policies and procedures
are consistently being discussed, revisited, reviewed and improved on, consider
embedding sustainable practices in policies and procedures.
Core values must include equity in all respects, between generations, between
humans, as individuals and or communities and between the human and non-human
species that inhabit this planet.

Finalising Changes
Once an agreement has been reached, then any changes to be made to embed
sustainable practice in the service can be prioritised. Often we have our own ideas,
skills, talents and preferences around involvement. Again, the service QIP can give
direction and positive leadership support and stakeholder autonomy in terms of who
becomes involved in what projects. Making a commitment to embed sustainable
practice is key. This involves the development of an Environmental Responsibility Plan
which will be discussed in more detail in the learning guide.
The Importance of Community as a Source of Knowledge, Skills and Values

This is the development of equal trusting relationships where all parties work together
to achieve defined goals. It includes the understanding that “the child, families,
communities and services do not live in isolation. When services work together best
outcomes are achieved for families and children”.
Benefits of collaborative partnerships:

● builds networks within the community;
● improved mental health outcomes;
● building resilience for individuals, families and communities;
● connecting people with services;
● improves equitable access to the services;
● encourages policy development and
advocacy;
● individuals become more socially responsible;
● organise and plan together;
● develop healthy lifestyle options;
● empower themselves;
● reduce poverty and suffering;
● create employment and economic opportunities; and
● achieve social, economic and cultural and environmental goals.

Social Capital Theory
Social capital refers to the development of social network and relationships based on
trust.
Norms
Standards of behaviour
set by community.
Sactions on those who
don't 'behave'.
Network Reciprocity
Social connection Each member of the
with other members of Social community has a
the community, Capital duty to other
familiy, neighbours, includes... members. Two way
organisations etc. relationship.
Trusting
Sense that members of the
community act in good
faith not self interest.
Developing social capital/networks helps

people feel like they belong
Belonging leads to positive mental health!

Types of Links with Communities and Families
Services visit
the centre for
education
Links with purposes
Government
Support
agencies and
services for
Governing
children and
body to ensure
families
current best
practice
Projects/networks
which support Types of links Networking
individual families with with parents
within the communities and
community and and families to community for
lead to social justice support a common
and community sustainablity goal
mobilisation
Links which Partnership

promote social with parents
capital and
between acceptance
parents of diversity
Projects/networking
which support wider
community goals

What Are Meaningful Collaborative Partnerships with Families?
Some of the best collaborative partnerships begin because individuals reach out to
like-minded people and groups to address issues that affect children and families.
Ongoing
reciprocal
relationships
Collaborations
which are
Trusting, equal
inclusive,
repectful
encourage
relationships
respect for
diversity
Avoids
tokenistic time
consuming
Meaningful,
links with
supportive
minimal
What do relationships
outcomes for
meaningful,
children and
collaborative
families
partnerships
look like?
Collaborations
Collaborations which
for the benefit encourage
of and mobilise development of
the wider social capital/
community e.g. networks
sustainability between
partners
Collaborations
Collaborations
which support
which involve
service
children as
philosophy,
decision
curriculum and
makers
NQF

Contribute to the development of an environmental responsibility plan for the
service, based on the review and consultation
There are multiple steps a centre can make to improve environmental practices.
These include:
making a commitment as a centre to embed environmental practices. All team

members within a centre must be onboard and willing to make positive changes;
assess current practices with the centre. What is currently being completed with
regard to environmental responsibility?
identify opportunities for growth and

development. What can we do to better our
environmental practices? Where can we go
from here to improve our current practices?
set goals - what are we hoping to achieve?

What do we want to get out of these
improvements?
create an Environmental Responsibility Plan

(formal document). This will be discussed in more detail below;
implement any changes or improvements from the Environmental Responsibility

Plan. Ensure all educators, children, families and community members are
aware of the changes/improvements;
evaluate the effectiveness of the plan. Have all changes been implemented?
Are they successful? Does the plan need to be adapted?
as a team, recognise the achievements and improvements to the centre’s

environmental practices. Celebrate small wins and continue to embed these
practices throughout the centre’s culture and philosophy.

Methods for Developing an Environmental Responsibility Plan
Environmental Responsibility plans are important for
ensuring an early childhood or school age education
and care centre’s commitment to sustainability is
maintained for the long term.
Conducting an audit of the service to determine what

sustainable practices are already in place is a great
place to start. You can audit areas such as:
water;
energy;
waste minimisation and management (including purchasing and

procurement policies);
recycling;
upcycling;
toxins (chemicals);
biodiversity;
curriculum;
eco-friendly material usage;
eco-literacy for children; and
natural environment.
A policy can then be developed to include a position statement, rationale and goals
based on the sustainability priorities identified. It is critical that educators lead and/or
be responsible for the development of the policy and position statement. This will
ensure that children and families are involved in the ongoing collaborative process.
An Environmental Responsibility Plan then supports the policy. This encourages a

holistic approach to promoting change towards sustainable values and practices.
This plan would also be linked directly to the service’s QIP.

Identify Aspects of Sustainability in the Service
Reflection
Think for a moment … reflect on your own context.

What does sustainability mean for your service?
Where are you located?
Who are your children and families?
What is going on in your local community?
Make a list of all the things that you already do at your service that can be considered
sustainable; you will probably be surprised at what you find!
Think about what else you, children, families and the service community could do;
what is the next ‘simple thing’? How could you bring together what you already do
so that it forms a coherent plan or strategy?
Here are some simple ones to begin with:
water conservation;
energy conservation;
recycling; and
natural materials and items.
Integrating Environmental Sustainability across all Areas of Practice

Targets for Reduction in Energy, Water and Nature Consumption
Start small, look at what you are already doing in terms of sustainable practices.
Set realistic and achievable goals for lowering the service consumption of water and
energy. Energy includes power that is being used at the service such as electricity,
lights, gas and hot water. Explore using or adding renewable sources of energy such
as solar panels. Daily practices such as turning off lights during the day and opening
curtains to let natural light and sun in are easy ways to reduce our impact on the
environment.

Water Saving
half flush conversions for toilets;
repair leaks;
increased mulching of gardens to reduce

watering needs;
garden watered using rainwater tank; and
put water saving mechanisms on children taps.
Recycling
Recycling paper, plastic, glass and cardboard is a great place to start and here are
some more examples:
Collect items for reuse, plastic yoghurt containers, small tiles, timber offcuts,
buttons, wire and corks to include in art works and construction areas.
Limit the use of new and or purchased plastic, use glass jars for paints, for display
and for the storage of items.
Natural Materials
Natural materials are a positive inclusion into an early childhood service and an
awareness of ethically sourced garden products e.g. river rocks and woodchips, is a
critical aspect of ongoing sustainable practice. If every early childhood service in
Australia decided to offer river stones in their environments, consider the impact of this
on our rivers and waterways, particularly the ecosystems that exist in these spaces.
Be mindful of what can be reused or recycled! Recycled logs from necessary tree
lopping are a more sustainable inclusion rather than buying woodchips from a garden
centre. Offer clay and fallen sticks that can be reused and revisited during the day.
Gardens planted with flora (plants) indigenous

to that area are helpful to the natural
environment. Many Australian native plants,
grasses and shrubs thrive in differing climates
and don’t require constant watering. Native
plants are often pollinated by birds and can be
low allergenic, suitable for children and adults

with pollen allergies and/or asthma. Worm farms can also be established and worm
castings, and the diluted juice can be used on the edible gardens!
Helpful Websites
www.greenpower.gov.au
www.acfonline.org.au
www.greeningaustralia.org.au
www.ethical.org.au
Current Purchasing Practices and Ethical Purchasing

Take some time to evaluate current purchasing practices and consider:
reusing, recycling, refurbishing and repairing items;
purchasing multipurpose items before purchasing routinely or as usual;
use ethically sourced items from sustainable practices and or companies who
access sustainably produced items;
consider making purchases on a ‘needs’ basis rather than ‘wants’, ask for
donations of items and collectables;
when families and the wider community know your service is committed to
sustainable practices, they will support your collections and your
commitment.
What is Palm Oil?

Palm oil is found in roughly 50% of all packaged products on supermarket shelves including
shampoos, baking oil, chocolate, cosmetics, chips, cookies, margarine and soaps.
Unfortunately, not only does palm oil promote heart disease but the vast plantations that
grow oil palm trees have contributed to the destruction of the rainforest of South East Asia
and threaten the survival of animals such as the orangutan in Borneo, the Sumatran tiger
and Asian rhinoceros. Additionally, burning after deforestation accounts for significant
greenhouse gas emissions. Despite this, palm oil has recently been deemed a potential
saviour as a renewable resource for use as a biofuel!

Recommended Videos
Please watch the video below to find out about

the impact that palm oil has on our planet.
Located at: www.ethical.org.au/palm-oil
Methods for developing an Environmental Responsibility Plan

with the involvement of Key Stakeholders
Below is an example of an Environmental Responsibility Plan
which focuses on the area of waste management.
You may have had a previous plan at your centre known as

a Sustainability Management Plan. Take some time to look at
this Environmental Responsibility Plan and how one aspect
was designed.
As mentioned above, you can see the importance of having

key stakeholders (children, families, service personnel)
involved in developing an Environmental Management Plan. Stakeholders all have
different ideas and suggestions on ways to imbed different sustainable options into
the service. This plan explores the way that children and other stakeholders can be
involved.
Following is an example of an Environmental Responsibility Plan.

Environmental Responsibility Plan
Area of Improvement for Sustainability - Waste Management
Specific Area for Change

Area 1: Up Cycling/repurposing (taking an existing object e.g. furniture and making it
functional again)
SMARTT Goals Goal 1: (Quantitative)
To repurpose two items per month by the 20th of August 2021
Goal 2: (Qualitative)
To increase children’s understanding of repurposing
To encourage children’s innovation and creativity
Qualitative Goal 1: Quantitative
and The reduction of 2 pieces of furniture going into landfill by 10% by 20 th August
Quantitative 2021
(Measure of Goal 2: Qualitative
success - how Children collaborate and problem solve ideas for repurposing
you know goals Children recognise opportunities to repurpose
have been Children make statements about the importance of repurposing
achieved)
Children have developed a mindset that values recycling over discarding
into landfill by making statements and suggestions about upcycling.
Intentional teaching Locating a piece of furniture for up cycling or repurposing.

strategies you could
implement Group brainstorming with children about waste and ways to sustain our
environment.
Collaborating and involving children in all decision making and tasks.
Implementing children’s ideas, encouraging participation at ‘Rung 8’
Children’s role in Group discussions on possibility of uses for salvaging and brainstorming
planning and
implementing this Plan changes
change
Implement the changes
Decision making
Communicating with community (e.g. emails to ‘mens shed’ community

group)
Consultation and Families for ideas and materials/resources
collaboration with
other stakeholders

Link to community Local men’s sheds for carpentry work
Contact council for local pick up schedules
Newsletter, email or face book requests for old furniture
Children donating to local families

Links to National QA1
Quality Standards Element 1.1.3
(NQS) Area and Element 1.2.1
elements QA 3
QA 6
Evaluation: Identify how your SMARTT goals were achieved
Goal 1: To repurpose two Quantitative

items per week by the 20th The goal of two items were unachievable due to other centre priorities,
of August 2020 however we were able to do one per week. See photos.
Goal 2: To increase Qualitative

children’s understanding Children made the following comments which suggest that they are
of repurposing developing an understanding of repurposing
“Don’t throw it out, we can use it”
“It’s yucky don’t keep it” – another child replied “But we can wash it”
Goal 3: To encourage Qualitative
children’s innovation and Children were able to collaborate and problem solve to repurpose both
creativity kitchen containers and an old cupboard. Children wanted to use containers
in the home area and for storage.
Level of children’s I aimed for best practice of rung 8 however on reflection we were really at
collaboration and decision rung 6. I found myself leading the children rather than a shared
making (Identify the level collaborative approach of a rung 8. The only time rung 7 was used was
on ladder of participation) when the children were decorating the cupboard.
Practices that demonstrate Example 1: Recycling

children’s understanding Children have become very conscious of throwing away containers and
of environmental were seen brainstorming together of options. Elsa suggested we use as a
responsibility in relation to bug catcher which led to a discussion of the rights of insects and their
this area importance in the environment.
How did children to Example 1:

exchange thoughts and Conducted a group time that involved a brainstorm where children’s voices
ideas about environmental are recorded and written down.
responsibility in relation to
the area Example 2:
Encouraged and allowed children to take photos and create posters about
environmental sustainability within the service.
How children learnt about Example 1:

Aboriginal and/or Torres Connecting with Local Elders of the Aboriginal and Torres Strait community
Strait Islander peoples’ They shared their bush ‘tukka’ knowledge and practices.
environmental Researched the local Awabakal People’s Land and what plants and
animals are native to this area.

responsibility practices in Example 2:
relation to this area Discussed nomadic living so there was no waste especially food
bowls and items left behind for next mob who visited. These were shared.
How other families and Example 1:
community outside the The educators and children both identified the need for another cupboard
service were involved in in the room.
the implementing of the Educators identified upcycling as an area of improvement for sustainability.
plan Example 2:
Parents were involved by being invited to donate furniture.
Parents donated a range of furniture.
Future Planning
Changes and To reduce the expectations of upcycling to smaller projects per week and
improvements to the plan incorporate it into the daily program.
using feedback from all
Stakeholders and Critical Children are able to repurpose other furniture items supplied by parents and
Reflection donate to the community.
The service develops a system to ensure waste is assessed for up

cycling/repurposing before discarding.
Outcomes and Evaluations of Plan
Date shared with 22/12/21

supervisor:
Signature of Supervisor: Mel Smith

Goal Setting
Setting goals is a positive way to stay on track
when making changes in the service such as
developing a philosophy, policies and
procedures. It is best practice to engage in
regular and meaningful consultation and
discussion with the team to ensure that all
stakeholders are involved in the process and
included in decision making and implementing any changes or modifications.
Reflection
Take some time to ask yourself some important

questions about the service philosophy, the policies
and the procedures
What is important to you as an educator?
In what direction is the service going?
Are the National Quality Standards and a

commitment to continuous improvement
mentioned in the service philosophy?
Does the philosophy reflect your commitment

to sustainability and the inclusion of natural
materials in the environment?
Do the policies and procedures reflect the

philosophy?
Does the philosophy guide how the service

operates each day?
How can we, as a team, stay on track?

Your Turn!
What is important to you as an educator in terms of

sustainability?
How does the philosophy reflect our commitment to
sustainability and the inclusion of natural materials in the
environment?
How do the policies and procedures reflect the
philosophy?
Does the philosophy guide how the service operates

each day?
What potential changes can be made to the philosophy,
policies and procedures to reflect an ongoing
commitment to sustainability?
It is important that you write your goals as SMARTT goals. Research has shown a
greater chance of achieving a goal if it is written down and contains a date.
SMARTT stands for:
Specific and concise
Measurable
Ambitious (achievable yet challenging)
Related to overall organisation goal
Time-Frame
Trackable, or easily monitored
Achieving goals, both personal and professional, provides great motivation for
individuals in your team. Every 4–6 months these goals should be evaluated and new
goals are set. Visit your services QIP as part of a team including all stakeholders, to
keep a record of priorities, changes and progress made so far.
Evaluation of goals
For evaluation please see chapter 4 quantitative and qualitative evaluation

Develop strategies that encourage the participation of both adults and
children in the service’s sustainable practices
As mentioned previously in this chapter, there
are a variety of different ways to get children
and adults initially involved in sustainable
practices. By first asking for input from
stakeholders when developing an
Environmental Responsibility Plan, they can
start to see the direction you wish to take the
service. From there, children and adults can be involved in different sustainable
practices around the service depending on what Is needed based on the plan.
When looking at different sustainable strategies for both adults and children, it is
important to consider what each age group can achieve. Below is a table of different
sustainable practices both children and adults can be involved in. By embedding
some of these strategies into the service, sustainable practices can be increased.
Children Adults
Starting discussions about Create an environmental responsibility plan

garbage/waste and notice changes that can be made –
‘environmental audit’. Explore:
Noticing when bins are full and
discussing where our waste goes Water usage – using water saving
taps/showerhead etc.
Discussing food scraps. What can we do
with them that is more sustainable? Energy usage – opening windows
instead of turning on fans/air
Being responsible for taking food scraps conditioners etc.
to the compost bin
Waste management – ensuring correct
bins are used and materials are
disposed of correctly etc.
Recycling – ensuring that all recyclable

materials are disposed of correctly etc.
Upcycling – giving new life to old pieces

of furniture etc.

Chemical usage (toxins) – being aware
of harsh chemical and choose more
environmentally friendly options
Ask for parents’ input and advice into

these areas and how we can reduce
our environmental impact
Once these are identified, make

improvements to these areas
Participating in recycling – paper, Share information about groups in the

cardboard, plastic community which children and adults
can be involved in (e.g. Landcare,
Children recycling paper and Community Garden etc.)
packaging for re-use in art and craft
activities
Developing different ideas for upcycling

or donating recycling materials (old
toys, clothing etc.)
Being energy savers and aware of Select an educator or passionate

power usage community member as the
‘Sustainability Officer’. Someone who is
Turning of power points, lights, fans, air passionate about implementing best
conditioner and other appliances practice
Being water savers and noticing when Ensuring that children have
taps are running opportunities to experience outdoor
play and to develop an appreciation
Not wasting water during water play and for the natural environment
using rain tank water
Using half flush toilets
Talking about the weather and noticing Involve children in discussions about
different weather conditions (rainy, ways they can minimize their
windy, hot day etc.) environmental footprint
Talking about droughts, air pollutions Share in positive interactions with the
etc. (older children) outdoor environment
Looking after the fruit/vegetable/herb Involve adults in designing and creating

garden and noticing when it needs vegetables, fruit, herb, flower gardens
water, to be weeded or food to be
harvested Ensure that children are provided with
the resources necessary to create these
Adding compost to the garden gardens

Using water from old water bottles at the Use appropriate methods to control
end of the day into the garden (instead weeds/pests (no harsh chemical)
of pouring down the drain)
It is all about providing children and adults with jobs/roles in regards to sustainability
that they can have a sense of ownership over. When people feel connected to a
project, positive outcomes are more likely to be achieved.
Example
Your centre created an Environmental Responsibility Plan and one of the

identified strategies is to start a vegetable garden.
One of the educators at your centre identified that she loves to garden and she
even has a big vegetable garden at home. She is out there every afternoon.
When delegating tasks, your Director decided to give this role to another
educator who dislikes gardening and has no experience. She gave her
this role as she believes it would be good for her professional development
and to learn a new skill.
This other educator was then given another responsibility which involved
sourcing upcycled materials for the centre.
Do you think it was an effective strategy to assign an educator to an area that

they have no knowledge, experience or passion over?
The educator who had experience in gardening would have bought prior
knowledge and passion to this project.

4. Change
Management
In this chapter we will look at a range of change management theories which will
assist you to implement changes in your service involving increased Environmental
Responsivity.
Let’s start with our own thinking and your Encourage children to engage in of
influence.
Circle/Sphere of Influence
Stephen Covey developed a tool which involves
a “Circle of Concern, and a Circle of Influence”,
which can be used as a framework to change
our thinking.
In his theory he helps us more easily identify areas

we have control and influence over to ensure
that we are putting our effort in the right place.
A circle of influence involves two areas to consider to ensure that our efforts are
placed in the right place. Everyone has a circle of influence in their lives. Our
behaviour can involve a reactive way of thinking or a proactive way of thinking.

Recommended Videos
Please watch the following videos on Sphere of Influence

to gain an understanding of the concept:
https://youtu.be/tD0aFZkFrFA
Reflection
Which one are you?
When thinking about making changes and

increasing environmental responsibility in your
service, which of the two educators below best
describes the way you think?
Remember you can apply this to any area of your

life!

You withdraw,
Reactive judge, criticise,
way of inconsistent, do
thinking not seek
understanding
CIRCLE OF and overreact.
CONCERN
The problem is too big for me!
Why are they doing this to me?
Anything I do won’t make a difference.

I don’t have time for this!
I’ll make this someone else’s

problem! Of course I will have
to do it all by myself.
Proactive
way of
thinking
CIRCLE OF
INFLUENCE
(What you can
influence)
You do something!
research more.
Can do attitude
Recognise the strength of

each team members
Being proactive you begin which together will make
to focus more on the Circle a difference.
of Influence and less on the
Circle of Concern.
Reactive Proactive

Reflection
Reflect on your own service in relation to

embedding environmental responsibility:
What are your area of concerns?
What is your Circle of Influence?
1. Circle of Concern
These are issues which you may have no direct control over and may include:
pollution;
plastics collecting in the ocean;
food waste;
food shortages;
deforestation;
climate change; and
loss of animal habitat.
2. Circle of Influence
These are people and issues you may be able to influence in some way. As an
educator there are many concerns we cannot fix alone, however we can use
our Circle of Influence to change the thoughts, values and behaviour of people
in our Circle of Influence. These may include:
all staff;
children;
families and extended families;
extended family;
wider community by making connections;
policies;
procedures implemented in the service such as:

implementing new waste management systems;
reducing resource consumption (energy and water);

increase resource efficiency (water tanks, water play used on
garden, recycled water, solar panels);
ethical purchasing – purchase products without palm oil;
avoiding microplastic products such as glitter, pipe cleaners and
styrofoam;
climate controls – efficient blinds in a building; and
reducing the use of plastics.
awareness of food production and life cycle;
awareness of Aboriginal education in relation to sustainability;
conduct a sustainability audit;
focus on one area at a time; and
work with children and families to lobby local government projects.
How to Build your Circle of Influence with others

People need to see the reasons why something needs to change and they need to
commit and have influence and control over the change.
You can build your Circle of Influence over time by:
making others feel valued;
being consistent;
being open to new ideas;
trialling ideas and being encouraging;
being knowledgable about the environment and possible changes needed;
being a good role model;
promoting participatory management style where all opinions are valued;
being flexible; and
listening and networking.

Kurt Lewin’s Theory of Change Management
As humans we often revert back to old
behaviour even when we have great intentions.
For example, how many times have you put the
food scraps in the general bin because the
green waste bin was full! It’s very easy to revert.
Kurt Lewin’s Theory of Change Management suggests that it is not enough to just
instigate a change. He believes it involves three steps:
Unfreeze Move
Refreeze
1. Unfreezing the status quo – overcome the pressures of individual resistance and
group conformity;
2. Movement – transform organisation to a desired end state; and
3. Refreezing – make the new change permanent.
Lewin believes that if change is not monitored or reinforced, then there is a tendency
to return to previous methods or status quo. Change management involves:
As a
Managing manager,
Managing
resistance you are the
Change
to change agent for
change

Barriers and Drivers for Behavioural Change
Have you ever heard the phrase, “You can lead a horse to
water but you can’t make it drink!” Well, this is a good
example of reactionary thinking. Believing people can’t
change! Research has shown that people can change, you
just have to take time to find out “why they won’t drink!”
Remember, taking time to build your circle of influence will
develop trust and help people feel safe to try new things.
Let’s look at why people resist change
Why do People Resist Change?
Reflection
Think of a time in your own life where you have
experienced a major change.
1. What was your first reaction?
2. What made it easier?
3. What made it harder to cope?
4. What behaviours would you expect from your staff?
What causes a resistance to change?

The major cause of resistance is Fear. Some
reasons for this can include: fear of the
unknown;
fear of not being good enough; and
fear of failure.
Other factors may include:

Habit: to cope with life's complexities, we rely on
habits or programmed responses. But when confronted with change, this tendency
to respond in our accustomed ways becomes a source of resistance. A change

may conflict with a person’s current philosophy or ideologies so they may resent
the change;
Time: lack of time to implement the new change in a busy life;
Security: people with a high need for security or routine are likely to resist change
because it threatens their feelings of safety. Lack of trust in the leader may lead
staff to be suspicious about the changes;
Economic factors: changes in job tasks or established work routines can arouse
economic fears if people are concerned that they won't be able to perform the
new tasks or routines to their previous standards, especially when pay is closely tied
to productivity;
Selective information processing: individuals are guilty of selectively processing
information in order to keep their perceptions intact. They hear what they want to
hear and they ignore information that challenges the world they have created.
Misunderstanding the need for change and its intended purpose can cause
resistance. Staffroom gossip can fuel miscommunication, especially if little concrete
information has been provided. Insufficient consultation or imposed changes can
lead to dissatisfaction. A history of constant or recent significant change can lead
to greater resistance. (Robbins et al 2008).
How do you Relieve Fears?

Increasing your Circle of Influence by:
listening to and recognising the source of the fear;
acknowledging people’s fears;
educating about the change (including what the end result may look like);
and
providing re-assurance and support.
Standard 7
The National Quality Standards Quality Area 7 discusses the need to provide a positive
organisational culture that builds a professional learning community.
Embedding environmental responsibility into daily practices provides opportunity for

collaboration, development and trialling of new ideas. It provides opportunity for
intellectual risk taking. Remember not all strategies have to work! A culture of
continuous improvement allows for divergent thinking and creative solution.

You can apply the following steps when implementing environmental responsibility.
Work as a team to:
identify your areas of concern and let them go if you have no influence over
them;
identify your Circle of Influence – these are the things you do have control
over;
outline the desired outcomes;
analyse the problem (or need) to determine its cause (or benefit);
generate alternative solutions;
evaluate alternatives and select the most suitable;
implement the decision (this may include several alternatives to discuss with
stakeholders); and
follow up, monitor and evaluate the results.
Kotter’s 8 Step Plan to Creating and Maintaining Change

John Kotter, leadership and change management expert, further developed Lewin's
three-step model to create a more detailed approach for implementing change.
He outlined this eight-step change process in his 1995 book, ‘Leading Change’, by
looking at mistakes managers often make when initiating change and then providing
steps to overcome these problems. The steps can be
implemented as follows:

1. Establish a sense of urgency
2. Form a coalition
3. Create a new vision
4. Communicate the vision
5. Empower others and remove barriers
6. Plan for, create and reward short-term 'wins'
7. Consolidate improvements
8. Reinforce the changes
1. Establish a sense of urgency by creating persuasive reasons why change is

necessary. Get people discussing ideas and opportunities that can be exploited.
Get support from external influences if possible (consultants, research, other
centre directors etc). You need to create the initial excitement and motivation
that encourages people to get on board.
2. Form a coalition with enough power and influence to lead the change.
You need to lead the change by example and convince people the change is

necessary and in their benefit in the long run. Look for people who have
influence in the organisation and build a strong team to keep the momentum
going.
3. Create a clear vision to direct the change and explain strategies for achieving
that vision. A clear vision will give everyone direction and focus, if they
understand the end goal, the changes will make more sense. Ensure your
change coalition can explain the vision and the strategy to achieve it in five
minutes or less. Writing a summary of the vision and strategy would be useful.
4. Frequently communicate the vision throughout the organisation. Include the

vision in discussions and written material as often as possible. Demonstrate the
behaviour you want staff to emulate. Refer to the vision when making decisions
so it stays top-of-mind for everyone. Also ensure people’s concerns and anxieties
are discussed and addressed.
5. Remove the barriers to change and empower people to make the changes
necessary to complete the vision. Encourage appropriate risk taking and
creative problem solving by recognising and rewarding people who are making
the change happen. Identify those who are resisting the change and work to
overcome their issues. Remove barriers as quickly as possible once identified.
6. Create and reward short-term 'wins' that motivate people through the success
of short term targets that continue to work towards the new vision. Look for easy
to achieve targets so that success is virtually guaranteed early on and reward
people who can help to achieve these targets.
7. Build on the change by consolidating improvements, reassessing changes and

making necessary adjustments in the new programs. Don’t declare victory too
early – the quick wins are to create motivation, but you need to continue to
monitor and assess the changes to ensure the success is continued over the long
term. Look to make continuous improvement by encouraging feedback on
what worked well and what could be improved.

8. Reinforce the changes and embed the changes into corporate culture.
By demonstrating the relationship between new behaviours and organisational
success, you will continue to reinforce the value of the change and demonstrate
the benefits in daily activities. Communicate progress at every opportunity and
provide success stories. Ensure all new staff understand the new vision and
continue to reward staff who help to achieve it.
SOURCE: Based on J. Kotter, Leading Change (Boston: Harvard Business School Press, 1996).
Identify and include ways to evaluate improvements in environmental

responsibility within the service.
It is important that improvements to environmental responsibility within the service are
evaluated to observe the effectiveness of the strategies that have been implemented
in the Environmental Responsibility Plan. There are multiple ways to evaluate if a
strategy is working, or if it needs further improvements. Some examples include:
Checklists - these can be used to quickly observe whether something is working

effectively (eg. are educators turning off lights when not in use, are children
scraping their food scraps into the compost bin etc.)
Observations – observe children, educators, families and community members in

practice. Are they following the suggested improvements (eg. are educators
turning off lights when they leave rooms)?
Using Qualitative and Quantitative Evaluation Process
Qualitative and Quantitative Evaluation Processes

Qualitative and Quantitative Evaluation Processes is one way to evaluate the
improvements of environmental responsibility in the service.

Quantitative
(data recorded in
observable amounts,
quantity or range)
Qualitative
(non-numerical data
such as opinions,
feelings and
experiences)
What does Quantitative mean?

Quantitative means any change that
can be measured numerically. This
can be counted or has attributes that
can be measured. For example, Tippi
Thole from Tiny Trash Can project
adopted a tiny trash can to reduce
her waste. The amount of rubbish can
be easily measured in both quantity
and size providing quantitative data.
https://tinytrashcan.com/
Quantitative research is effective as it shows process which can easily be measured

and observed.

What does Qualitative mean?
Qualitative research captures data which
can be described. It is data which is hard to
measure, however provides valuable
research in relation to opinions and points of
view. This involves categorising based on
different attributes often involving
questionnaires, surveys and interviews to
gain this information. It is combined with statistical data to show a pattern of
information. For example, in relation to reducing waste, 45% of adults aged
20-30 years believed reducing waste was difficult. 88% felt time was the most hindering
factor in success.
It involves a range of:
open ended questions – what could we do to reduce waste in the future?
closed ended questions – what is your current age?
competitive analysis – what was the most effective method of learning about
reducing waste:
video link;
newsletter;
photos of projects with children at the centre; and
one-on-one conversations.
Likert scale: how would you rate the implementation of this policy:
very good;
good;
neutral;
bad; and/or
very bad.
Qualitative data gives us insight into how people are feeling and what is possibly
successful or unsuccessful when implementing a project.

Implement and
Evaluate
Environmental
Responsibility
Plan
Influence is defined as your ability to change behaviours, beliefs and actions of others.
As an educator you have to opportunity to change the culture of both individuals

and your organisation by questioning our beliefs and values in relation to the
environment and sustainability and introducing new innovative ways to live.
Investigate how children and adults engage with the service’s environmental
responsibility plan
Once an Environmental Responsibility Plan has been created it is important that
children, educators, families and community members actively engage in this plan to
ensure it is being put into practice. There is no point creating a plan unless it is going
to be implemented.
Adults can work with children to go through the plan and start to make changes in
their environment. It is important to see what needs to be adapted at the centre to
be more environmentally friendly and to implement these changes.
Once a plan has been created, educators and children can come together as a
group and go through the plan. A mind map can then be created as a group to see
what changes can be implemented in the room.
When implementing changes that have been identified in the Environmental

Responsibility Plan, remember to start small. Don’t try and implement everything at
once, because educators and the children can become overwhelmed with the

changes. Instead, as a group pick a few ideas that you believe you can start to
implement immediately, or relatively easy (eg. start a food scrap bin).
Mind maps are a wonderful way for educators and children to organise their thoughts
and to create a visual reminder for the room. This can then be a part of your
documentation for your room which can be displayed to show the centre’s
environmental changes.
As mentioned above in the Ladder of Participation, think about which rung the
children sit on. Are they active participants in the Environmental Responsibility Plan or
are they simply onlookers watching the changes being implemented for them?
The children can be involved in engaging with the Environmental Responsibility Plan
by:
delegating tasks/roles to different rooms

(eg. the toddler room might be responsible
for ordering food scrap bins for the centre
while the preschool room writes a note for
families about scrap paper donations);
children can be involved in the ordering

process of environmental resources – buying
new recycling systems or sourcing second-hand resources;
children can be involved in emailing other centres or organisations to create

an environmental network; and
children can be involved in researching different environmental networks and

environmental groups that can join.
The best way to investigate how children and adults are engaging with the
Environmental Responsibility Plan is to look at the room’s documentation. If they have
been engaging with the plan, you’ll be able to see changes through their
documentation, observations and room displays.

Encourage children to engage in environmentally responsible practices with
families and the community outside the service.
Children can be encouraged to embed environmentally responsible practices at

home such as:
finding their local Landcare group and getting involved (volunteering time);
being more water aware at home (e.g. implementing water saving devices,
recycling water and taking shorter showers);
being more aware of energy usage (e.g. installing energy saving lightbulbs at
home, turning of lights and fans when not in use, opening windows instead of
using air conditioners). Creating a recycling system at home (e.g. putting in
place an effective recycling system and
ensuring it is done correctly – washing out
sauce jars before recycling glass);
creating a compost bin at home

(e.g. collecting food scraps to give to
chickens/guinea pigs or placing food scraps
into the green bin);
creating their own vegetable/fruit/herb

garden;
switching to eco-friendly, biodegradable cleaning products at home;
selecting wooden toys at home instead of plastic; and
donating old clothing/shoes/toys to a charity, instead of throwing them out.
Promoting Sustainability through celebrating community events

Encouraging children, families and community members to participate in community
events which encourage environmentally responsible practices, is one way to
develop a child’s sense of awareness and responsibility.
Community events can include:
Clean up Australia Day;
Earth Hour;
World Environmental Day; and
National Tree Day.

Families can get involved by:
selling fresh produce from the vegetable garden. Once a week have a day
where the children sell their fresh produce with families e.g. set up a Farmers
Market at the front of the centre. The children can make reusable signage and
prepare all the produce;
organise a community library;
organise a clothing swap – community wardrobe (donate what you can and
take what you need); and
provide families with energy saving tips in weekly newsletter and ask for their
tips/advice in return.
Environmental Networks
Take some time to look at the following environmental networks. There is a wide variety of
information available for your State or Territory. Take some time to research some networks
that are relevant for your centre.
Australia Association for Environmental Education – Australia Wide

https://www.aaee.org.au/
Early Childhood Environmental Education Network

NSW: https://eceen.org.au/index.asp
Environmental Education in Early Childhood

VIC: Environmental Education in Early Childhood | (eeec.org.au)
Early Education for Sustainability South Australia

SA Early Education for Sustainability South Australia | EESSA
Queensland Early Childhood Sustainability Network

QLD QECSN - Home

Seek feedback from children and adults about the service’s practices
Seeking feedback from children and adults, is important
for any changes in practice being implemented into a
centre. Implementing an Environmental Responsibility
Plan will come with some changes of practice and
therefore it is important to ask families, children and
educators for their feedback on these changes.
This can be done for adults by:
engaging in informal discussions – discussion in general conversations about the

Service’s practices;
engaging in formal discussions – formal meetings, policies and procedures

development days;
policy and procedure reviews – sending out an email addressing the changes in
practice and asking for feedback; and
improvement jars – these can be from both staff and families.
For educators and staff:
discuss the practices during staff meeting – ask for feedback on changes; and
discuss the changes during staff development days/training days.
For children:
group time discussions and brainstorming;
informal conversations during play; and
observing children interacting with the changes and analysing their learning.
Remember when seeking feedback to use effective communication skills. This sets the
foundation for success because everyone will feel valued and that their input is
important. When engaging in discussions with others remember to:
use effective receptive and expressive communication skills;
value differences in opinion and be respectful of these differences;
be committed to achieving a positive outcome at the end of the conversation.

Listen to all points of view;

work collaboratively together to solve problems and to create solutions;
remember that body language is a big factor in a successful conversation;
be mindful of the types of language used and your tone; and
use active listening and respond appropriately in the conversation. Let them
know that you were actively listening to their thoughts and ideas.
Use feedback and critical reflection to inform changes and improvements to

plan.
Using quantitative and qualitative feedback to contribute to improvements

Once you have received feedback from staff, families and community members, it is
important that their thoughts and opinions are taken into consideration when making
improvements. There is no point asking someone for their feedback if you are not
going to take it into consideration when making improvements. Take time to go
through the collected feedback and organise the information. Look for patterns in
suggestions for change and see if they can be implemented.
When reviewing feedback from families and community members

remember they don’t have training in early childhood education
and care. They might make a suggestion that will breach laws and
regulations and that does not reflect best practice. Therefore, their
suggestions for improvements might not be able to be implemented
(eg. policy update on Behaviour Management – a parent suggests
that the centre brings in time outs, or a corner where children sit
when they are doing the wrong thing).

What is Critical Reflection?
Critical Reflection plays an important role in early childhood education and in our
professional practices as educators. The National Quality Standards and the
Approved Learning Frameworks all require educators to engage in critical reflective
practices. Critical reflection is the process of making sense and meaning of everyday
professional practices and using skills such as higher order thinking to get there. It
involves:
thinking outside the square;
using latest research and information to reflect on current practices;
everyone collaborating their knowledge and experiences to promote change

and continuous improvement; and
considering and creating new ways which support quality practices.
Reading Time!
Please refer to the learning guide called ‘What is Reflection’ and

‘Critical Reflection’ for more information about why and how educators
use critical reflection and what makes for meaningful critical reflection.
Or download for free from our CRA Shop under educator guides
https://childcareresourcesaustralia.com.au/shop/shop/browse?search=
&cat_id=2&scat_id=
Please ask your RTO for this learning guide if you have not already received it.
How can you use your own critical reflections in relation to environmental
responsibility?
Using your own critical reflections is a wonderful way to notice any areas within the
centre that may need to be reviewed and updated.
When critically reflecting on Environmental Responsibility, it is important to consider

the following:
identify an area for improvement – eg. the Centre’s recycling system;
gather evidence – why does this need to be improved?

engage in professional conversations with
other educators – “Do you think we could be
better at recycling at the centre?”
engage in research (credible sources) to see

current recommendations and best practice;
question and analyse the new information

being collected;
ask yourself the questions – “Who will these

changes benefit? Would anyone be disadvantage? Why are these changes
needed? How do I feel about these changes? Is this change significant or is it
easy to implement?”
based on the information collected, ask yourself “Is the change necessary?”
Take this information to your Director/Supervisor and discuss your suggestions

for change.
We hope you enjoyed this Learning Guide and

are now ready to implement your new ideas
and understandings into practice.
Want to know more?

Please see our recommended reading list for
additional readings on this topic.
Happy Learning!

Resources Guide
Resources related to the topic:
Early Childhood Australia E Videos on YouTube:
Talking about practice
Environments for learning
Connecting with practice

Respecting and responding to children
Discovering- Making Music
Finger painting
What do you think?

Responding to children’s creations
Online Reading Resources:
ACECQA Guide to NQF online

National Standards
www.acecqa.gov.au
Websites:
ACECQA Australian Children’s Education and Care Quality Authority
www.acecqa.gov.au
Lotter 8 step process for leading change

https://www.kotterinc.com/8-step-process-for-leading-change/

Recommended Reading and Resources
Stories, picture books and poems to share with children:
Polar Bear’s Brown Boots Sue Sheppard
One Love’ Cedella Marley
‘What does it mean to be green?’ Rana Di Orio
‘Growing up Green’Jeanne Sturm
‘Clean and green energy’ Colleen Hord
‘Miss Rumphius’ Barbara Cooney
‘A Forest’ Marc Martine
‘Window’ Jeannie Baker
‘Where the Forest meets the Sea’ Jeannie Baker
‘All through the year’ Jane Goodwin and Anna Walker
‘Blueback’ Tim Winton
‘Charlie and Lola look after our planet’ Lauren Child
‘Earth Matters: An encyclopedia of ecology’ Dorling Kindersley
‘The boy who grew into a tree’ Trevor Pye and Leonie Agnew
‘Things a map won’t show you’ Susan La Marca and Pam MacIntyre
‘We are the weather makers’ Tim Flannery
‘Trees: Earth’s Lungs’ Barbara L Webb
‘Eco babies wear green’ Michelle Sinclair Coleman
‘My Country’ Dorothea Mackellar
‘Joy’ Joyce Carol Thomas
‘Mr Goethe’s Garden’ Diana Cohn
‘ My home Broome’ Tamzyne Richardson and Bronwyn Houston
‘Dingo’s Tree’ Gladys Milroy and Jill Milroy Magabala
‘Your planet needs you! A kids’ Guide to going green’ Dave Reay
‘Worms eat my garbage’Mary Appelhof
‘The adventures of a plastic bottle’ Alison Inches
‘Be an eco hero at home’ Sue Barraclough
‘Compost Stew’ Mary McKenna Siddals
‘Ethanol and other fuels’ Benduhn
Teachers Resources
‘Found: the art of recycling’ Lisa Holzl
‘Found and made: the art of upcycling’ Lisa Holzl
‘Just discover: Nature!’ Tracy Young
‘A collaboration with nature’ Andy Goldsworthy
‘Cultivationg outdoor classrooms’ Eric Nelson
‘Discovering nature with young children’ Ingrid Chalufour
‘Sustainability and the EYLF’ Sue Elliott
‘Young Investigators:the prohject approach in the early years’Judy Harris- Helm and Lillian
Katz
‘The goodness of rain: developing an ecological identity in young children” Ann Pelo
‘Nature kindergartens and forest schools’ Claire Warden
‘Snails livein houses too’ Claire Warden
‘Designs for living and learning: Transforming early childhood environments’ Deb Curtis and
Margie Carter‘Rubbish and recycling: step by step’ Gerard Bertolini

References
Australian Children’s Education and Care Quality Authority (ACECQA) (2011). Guide to the
National Quality Standard. Canberra: ACECQA.
Australian Children’s Education and Care Quality Authority (ACECQA) (2011). Guide to the
Education and Care Services National Law and the Education and Care Services National
Regulations 2011. Canberra: ACECQA.
Australian Government Department of Education, Employment and Workplace Relations for

the council of Australian Governments (2009) Being, Belonging & Becoming. The Early Years
Learning Framework for Australia. Canberra: Commonwealth of Australia

the council of Australian Governments (2009) Being, Belonging & Becoming: Educators
Guide. Canberra: Commonwealth of Australia

the council of Australian (2011) My time our place. Framework for school age care in
Australia. Canberra: Commonwealth of Australia.

the council of Australian (2011) My time our place. Framework for school age care in
Australia Educators Guide. Canberra: Commonwealth of Australia.

the council of Australian (2011) My time our place. Promoting collaborative partnerships
between school age care services and schools. Canberra: Commonwealth of Australia.
Crook, S. (ed). 2004, Just Improvise: innovative play experiences for children under eight.
Tertiary Press, Croydon Vic
Curtis, D. and Carter, M. 2003, Designs for living and learning: Transforming early childhood
environments, Redleaf Press, St Paul MN
Elliott, S. and Emmett, S. 1997, Snails live in houses too: environmental education for the early
years (2nd ed), RMIT Publishing Melbourne
Goodfellow, J. (2009) The Early Years Learning Framework. Getting started. Early Childhood
Australia.
Gosford City and Wyong Shire Councils Little Green Steps Waste management kit.
Kinsela, R. 2007 Greening Children’s Services: Practical Sustainability Early Childhood

Australia, Watson ACT
Mason-White, H. (2012). Learning from Good Practice: Implementing the Early Years Learning
Framework for Aboriginal and Torres Strait Islander Children. SNAICC Secretariat of National
Aboriginal and Islander Child Care (2012).
Newman, L. and Pollnitz, L. 2005, Working with Children and Families: Professional, legal and
ethical issues, Pearson Education Australia
Pollock, K.; Jane, D.W.; Peter, J.A. Inspiring environmentally responsible preschool children
through the implementation of the National Quality framework.

S. M. Evans, M. E. Gill & J. Marchant (1996) Schoolchildren as educators: the indirect influence
of environmental education in schools on parents' attitudes towards the environment, Journal
of Biological Education, 30:4, 243-248, DOI: 10.1080/00219266.1996.9655512
Roger-Loppacher, O and Tintoré M (2019) Creating the Habit of Recycling in Early Childhood:
A Sustainable Practice in Spain Pilar Buil School of Communication, Universitat Internacional
de Catalunya, Immaculate.


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Learning Guide

CHCECE049 Embed Environmental

This unit learning guide relates to the

Childcare Resources Australia

© Childcare Resources Australia

Kool Kids Training College (RTO 40636)

© Childcare Resources Australia

© Childcare Resources Australia

How to Use This Learning Guide

© Childcare Resources Australia

When you see our reading icon, go to the document

Our reflection icon gives you a chance to think about your

When you see our computer icon, you will be asked to go to

Check Your Ideas!

© Childcare Resources Australia

2. Set yourself goals

4. I’m not getting this!

Here are some ideas to help:

5. I should be spending time with others

© Childcare Resources Australia

CHCECE049 Embed Environmental

support children to be environmentally responsible;

promote environmental responsibility in the service;

develop, implement and evaluate an environmental responsibility plan;

develop an understanding of key global issues and the relationship between

importance of Aboriginal and Torres Strait Islander people’s culture and

explore key areas of focus and sustainable practices – biodiversity, curriculum,

© Childcare Resources Australia

Links to NQF •Education and Care Service National Regulations

• Curriculum and Educational Program

© Childcare Resources Australia

On completion of this unit you will be able to do the following:

Unit: CHCECE049 Embed Environmental Responsibility in Service Operations

Promote environmental responsibility in the service.

Implement and evaluate environmental responsibility plan.

© Childcare Resources Australia

What is Environmental Sustainability?

understanding the many

Sustainability includes actions to:

reduce the use of physical resources

increase the use of renewable resources;

encourage the redesign of production processes and products to eliminate the

© Childcare Resources Australia

© Childcare Resources Australia

As early childhood educators, we have a role to play

Adopting a holistic approach to sustainability offers an environment for children to

an understanding of nature and properties of a range of substances;

© Childcare Resources Australia

theories about social relationships and social concepts;

explore, infer, predict and hypothesise in order to develop and increase an

develop an awareness of the impact of human activity on environments and

The Early Years Learning Framework Learning Outcome 2 tells us that:

Please read about relationships and children’s developing

Watch this great range of short YouTube videos which

Great for professional development/staff training.

Sustainability explained through animation

© Childcare Resources Australia

global warming ozone layer;

extreme weather events;