sustainability - Family Day Care Gympie Region

SUSTAINABILITY:

A CONVERSATION ABOUT THE WHY?

Margaret Sear EC Educator for Sustainability ABN: 82586478139 February 2016. (In consultation for Workforce Council.)

Introduction: Acknowledgment of Country.

Margaret Sear...

QECSN Inc...

Documents for Reference: NQS EYLF

My Time Our Place

What’s it about?

Sustainability offers a treasure trove of rich conversations, practices, engagement with the environment and learning. This workshop will provide a conversation that explores the “why” of sustainability. We will explore how we co-construct environments with children and embed the principles of sustainability. Specific Learning Outcomes: NQS QA3: Physical Environment •Build understanding of the natural environment and the interdependence between people, plants, animals and the land •Explore strategies for engaging families and children in sustainable practices •Explore how to construct environments with children that embed the principles of sustainability

CHILDREN AND SUSTAINABILITY: WHY IT MATTERS

It’s about how we live our lives. Our current patterns of living are unsustainable. Furthermore, our children will increasingly bear the consequences of decisions and actions currently being made or avoided.

SOME CHALLENGES Increasing world population Less equitable and less stable world Changing human migratory patterns Global warming Disease epidemics and pandemics Diminishing fresh water supplies Energy issues Accelerating land degradation Increasing use of toxic chemicals in

global food chain Increasing urbanisation …..

EDUCATION FOR SUSTAINABLE DEVELOPMENT: THE CHALLENGE

EfSD is fundamentally about values, with respect at the centre:

respect for others, including those of present and future generations,

for difference and diversity,

for the environment,

for the resources of the planet we inhabit.

(UNDESD 2005-2014)

WHAT IS SUSTAINABILITY?

Integration of social, economic, ecological, cultural values

Systems approaches

Intergenerational equity

Familiar with more common greener and practical aspects of sustainability.

Common definitions: •Sustainable actions and products are those that ‘meet the needs of the present without compromising the ability of future generations to meet their own needs’ (p8). •Sustainability – (broad often quoted term) - refers to the desire to provide the best outcomes for human and natural environments both now and into the indefinite future. (Our Common Future: World Commission on Environment and Development 1987)

This makes sense when we refuse, re-use, repurpose, recycle, reduce food miles, reduce energy wastage, look after our wildlife etc, and we can see the connection between our actions and their consequences.

Reason for Sustainable and Re-used / Recycled Materials

Need to ask yourself: “Are our lifestyle actions and perceived “needs” going to affect the needs of future generations?” For example... •Imported foodstuffs vs Australian and locally grown. •Plastic consumption and disposal resulting in marine wildlife deaths and decimation, and landfill concerns. •Cheap imported clothing often made by child labour in appalling conditions. •Water wastage (even in drought). •Etc.

•Ethical underpinnings and broader meaning of Sustainability as it relates to our community, country, or world wide.

Look at our Footprint. http://www.wwf.org.au/our_work/people_and_the_environment/human_footprint/footprint_calculator Australia’s footprint and those of most developed countries means that if everyone lives the way most of us currently do, we would require at least 3 EARTHS to sustain all of us. (Average is 6 global hectares) There is currently only 1 EARTH. High levels of consumerism and consumption are presently characteristic of most developed and developing countries. You might like to look at the website: www.slaveryfootprint.org

Global imbalances! Is this fair? Is this equitable?

There are many groups of disadvantaged peoples in the world (including

Australia).

Many first world countries continue to grow while third world countries are worse off! This is presently leading to mass human migration and the desire for resettlement. So this is also an issue of social justice.

Social justice problems arise, across the world, in all countries where groups / individuals / peoples are worse off because of their gender/ colour / culture / religion or socio-economic status.

Are their lives/lifestyles sustainable and can they meet their own needs?

NO! Let alone the question of whether future generations will be able to meet their needs.

So you can see social justice and its relationship to sustainability in the big picture.

Now let’s relate social justice to the early childhood scale. As early childhood educators, we CAN and DO address and problem solve many issues of equity, social justice and fairness with our children on a daily basis.

It may be incorporated through sharing and turn taking, conflict resolution and dealing with bullying / exclusion and unfair behaviours between children.

It may be in acknowledging a larger problem.

Children and educators often collaborate and problem-solve together. •What to do about excess paper towel wastage. •Rubbish in the environment. •Palm Oil and the Orang-utan issue. •Service families donating to local unknown families in crisis. (floods, farmers in drought)

Doing this well at the early childhood level, we know, that children grow up more aware, more caring and accepting of diversity and more empowered to solve problems.

You can’t play. You’re

not our friend!

So how do these broader / deeper areas of sustainability relate through our curriculum documents? NQS doesn’t acknowledge/accredit social justice, equity and fairness as being part of the sustainability standards specifically. However we need to know and acknowledge that those issues are of course covered in the different areas/standards and elements of the NQS.

EYLF, however, does cover these issues under the umbrella of Connectedness.

Sue Elliott in her article to AAEE: Reflecting on quality and ECEfS (early childhood education for sustainability) said... “compounding this issue.. (the non understanding of the full meaning of sustainability)... is the location of sustainability within QA 3: Physical environment, and the potential for misinterpretation that sustainability is only about the physical environment. Hence, the typical worm farm response, a highly visible addition to the physical environment in early childhood settings that signifies an action for sustainability.” (AAEE: Australian Association for Environmental Education)

NQS PLP e-Newsletter No.67 2013 NQS PLP: http://www.earlychildhoodaustralia.org.au/nqsplp/e-learning-videos/talking-about-practice/embedding-sustainable-practices/ Now that I have raised your awareness as to the depth of sustainability I would like to link this to your day to day practices and engagement with the previously mentioned documents.

So how do your current practices fit with your new understanding of sustainability

and your curriculum?

My Time Our Place: (Very similar to EYLF) (Terminology that links to Sustainability) The Council of Australian Governments has developed My Time, Our Place – Framework for School Age Care in Australia (The Framework) to assist educators to provide children with opportunities to maximise their potential and develop a foundation for future success in life. The Framework has been designed for use by school age care educators working in partnership with children, their families and the community, including schools. Framework for School Age Care The aim of the Framework for School Age Care is to extend and enrich the wellbeing and development of school age children in education and care settings. It acknowledges time and place as children engage in a range of play and leisure experiences that allow them to feel happy, safe and relaxed; interact with friends and practice social skills; solve problems; try new activities; and learn life skills. This Framework for School Age Care is strongly linked to the Early Years Learning Framework and extends the principles, practices and outcomes to accommodate the contexts and age range of the children and young people who attend school age care settings. The Framework acknowledges the importance of play and leisure in children’s learning and development and that their learning is not limited to any particular time or place. Developing life skills and a sense of enjoyment are emphasised. The Framework recognises the importance of social and emotional development and communication in learning through play and leisure, and it forms the foundation for ensuring that children in all school age care settings engage in quality experiences for rich learning, personal development and citizenship opportunities

Embedding sustainable practices: Refuse; Rethink; Reuse and Reduce; Recycling Practices

Worm Farm & Compost System Healthy food choices and Litterless Lunches Gardening and Outdoor/Indoor Environment

Wildlife and Animals Energy Reduction & Efficiency Green Cleaning; Chemicals

Purchasing; Office and Programme Materials.

Social Justice, Fairness and Equity

Staff, Family & Community Inclusion and Engagement.

Quality Area 3: Standard 3.3

The service takes an active role in caring for its environment and contributes to a sustainable future.

Element 3.3.1 Sustainable practices are embedded in service operations.

Practical and easy to do! Probably already doing these without realizing they relate to Sustainability .

NQS: QA3. Physical Environment.

REMEMBER IT’S A SYSTEMS APPROACH!

To be truly sustainable remember the green lens and it must be embedded across all 7 quality areas (NQS) and should be reflected through all the practices, principles and outcomes of your curriculum.

Refuse; Rethink; Reuse and Reduce; Recycling Practices Worm Farm & Compost System

EYLF: Outcome 2: Children are connected with and contribute to their world •Children become socially responsible and show respect for the environment. Outcome 4: Children are confident and involved learners •Children develop dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity Re-use / repurpose

materials

Always engage children at the heart of activities involving sustainable practices.

Make recycling & composting simple. Use clear signage.

Using education programs on recycling for children, staff and families.

Utilize your local councils and community groups for imparting knowledge and creating sustainability system plans. Seek local grants to assist in developing sustainable environmental systems. Outcome 2: Children are connected with and contribute to their world •Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation •Children become socially responsible and show respect for the environment

Indigiscapes

Brisbane City Council

Healthy food choices and Litterless Lunches

EYLF: Outcome 1: Children have a strong sense of identity •Children feel safe, secure and supported •Children develop their autonomy, inter-dependence, resilience and sense of agency •Children develop knowledgeable and confident self identities •Children learn to interact in relation to others with care, empathy and respect

Outcome 3: Children have a strong sense of well being. •Children take increasing responsibility for their own health and physical wellbeing

Encourage and plan for children to engage in all areas of food production and self selection to encourage an awareness of healthy food and healthy habits and build a sense of agency in the child.

Gardening

EYLF: Children are connected with and contribute to their world. NQS QA 3: Standard 3.3 The service takes an active role in caring for its environment and contributes to a sustainable future. Element 3.3.1 Sustainable practices are embedded in service operations. Element 3.3.2 Children are supported to become environmentally responsible and show respect for the environment.

Also about: climate, seasons, air and water quality, soil biodiversity and quality, waste management, minimizing transportation, +ve energy utilization leading to fresh healthy eating and living.

•Slow Food / Local Food Slow Food was founded to counter the rise of fast

food and fast life, the disappearance of local food traditions and people’s dwindling interest in the food they eat, where it comes from, how it tastes and how our food choices affect the rest of the world.

•Provenance of food.

Loose Parts (An essential addition to creating authentic, enriching and engaging play spaces for children that offer more choice, creativity and deeper thinking.)

Cardboard rolls Fabric / hessian / tarps

Stones Natural Seedpods and pine cones

Timber off cuts Tree bikkies

Poly pipe pieces, whole, halved, curves Tin Cans Ropes Pavers

Second hand cooking implements and utensils Electrical reels

Hardwood planking Containers for holding water and water use Pot Plants, moveable plants, alternative pots

Carpet Squares Sugar cane / straw bales

List is endless.

Loose parts have benefits in ... economic, environmental, social and cultural terms.

Outdoor environments

EYLF: OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD •Children become socially responsible and show respect for the environment.

NQS: Element 3.2.1 •Outdoor and indoor spaces are designed and organized to engage every child in quality experiences in both built and natural environments.

Add as many natural play spaces and materials / loose parts as possible and encourage and support benefit risk play.

So many ways to engage in creative, active physical play as well as quiet withdrawal spaces.

EYLF: OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD Children become socially responsible and show respect for the environment.

Indoor Environments.

NQS: Element 3.2.1 Outdoor and indoor spaces are designed and organized to engage every child in quality experiences in both built and natural environments.

Utilize the elements of design to create enticing play spaces – colour, texture, furniture to define space, natural and easily self selected materials etc. Always create with the children – even toddlers.

Natural environments encourage and support wildlife and diversity of insects and creatures.

Wildlife and Animals

Bug Hotel

EYLF: OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD Children become socially responsible and show respect for the environment.

Remember the creatures in the environment with regard to weather as well. Shallow bowls down low, lined with stones and water for the insects and lizards. Water trays up for the birds with clear access and shade.

Water Tanks Solar Hot Water Solar Power Panels Air conditioning alternatives / flow through via louvers

Energy Reduction & Efficiency Including Transportation Issues, Air Pollution, and Use of Water.

NQS: Element: 3.3.1 Sustainable practices are embedded in service operations.

Consider in long term plans, work in small steps.

Finite resource No water /No life Drought Floods Pollution – water quality.

WE DO WASTE AND WATER WITH MINIMAL CONCERN BUT... WHAT ABOUT AIR, TRANSPORT, & BIODIVERSITY. THESE ALL FACTOR INTO OUR ECOLOGICAL FOOTPRINT ALONG WITH ENERGY, WATER AND WASTE.

Ecological Footprint: Sustainability in Action in EC settings. P7

Green Cleaning; Chemicals

www.sasiclean.com www.freshgreenclean.com.au •Effects of 4 Hand drying methods for removing bacteria from washed hands: a randomised trial. Mayo Clinic 2000

January / February 1994 ' Journal of Environmental Health

•Hard Surface Cleaning Performance of Six Alternative Household Cleaners under Laboratory Conditions Wanda Olson, Donald Vesley, Marilyn Bode, Polly Dubbel and Theresa Bauer

Investigate more environmentally friendly cleaning products

(Dr Peter Dingle) WA - check online.

NQS: Element: 3.3.1 Sustainable practices are embedded in service operations.

We have in place a cleaning system with processes for furniture, equipment, bedding and storage areas. We conduct a daily safety audit of the play ground and

outdoor equipment and review any concerns at working bees or groundsman maintenance (cleaning and maintaining outdoor environment once a fortnight in summer

and 3 weekly in winter). Working Bees are conducted 3 -4 times a year with parent assistance to maintain our environments. We have a cleaner who cleans the

building daily and on the weekend. We use a mixture of vinegar and water for most cleaning purposes including beds and toilets. Warm soapy water is used at other

times. (bathroom and bed storeroom audit, Working Bee WHS forms -

Quality Improvement Plan for QA 3 Sample Summary of strengths for QA3 3.1.2

Purchasing (Important for economic as well as environmental reasons.)

• Home Office - recycled paper / double sided printing /

digital newsletters and family info / re-cycling printer cartridges / re-use shredded paper / no junk mail sign / use laminating wisely / limit printing and colour copying.

•Equipment and Programme Materials. •Recycled toilet paper and paper towels / reconsider fabric towels rather than paper towel / re-use single-use paper for drawing and art / consider natural vs synthetic equipment where possible / accept donations rather than buying / timber furniture should be certified (FSC Forest Stewardship Council)

/ use natural and reclaimed materials for collage and programme use.

NQS: Element: 3.3.1 Sustainable practices are embedded in service operations.

SOCIAL JUSTICE, FAIRNESS AND EQUITY MT,OP / EYLF: Principle 1: Secure, respectful and reciprocal relationships. Principle 2: Partnerships. Principle 3: High expectations and equity. Principle 4: Respect for diversity .

Social Handprint: P7 Sustainability in action in EC Settings. S Sneddon & A Pettit

Social Justice EYLF: OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD • Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation • Children respond to diversity with respect • Children become aware of fairness

Providing opportunities for children to come into contact with and engage with differing cultures (including especially Aboriginal and Torres Strait Islander cultures) , religions and persons with additional needs. Focusing on positives and strengths.

STAFF, FAMILY & COMMUNITY INCLUSION AND ENGAGEMENT.

Building Relationships Recognizing Strengths Connecting with the Community Principle 1: Secure, respectful and reciprocal relationships Principle 2: Partnerships

Search out local events that assist the environment / community.

Get to know the local environment and community groups.

MEANINGFUL CONVERSATIONS

Principle 5: Ongoing learning and reflective practice

EYLF/MT,OP: QA1. Educational Program and Practice. 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program.

Deep, meaningful and respectful conversations with children and adults leads to a better understanding of ability, interest, and overall knowledge. They take time and require a little effort! Reflection is an all important and encompassing extension of these.

3.2.1 Our equipment reflects our philosophy and is reviewed and updated with respect to and in correlation with natural spaces and environments. Our philosophy reflects our beliefs that the environment is a mirror of the home, welcoming both the children and families. Both indoor and outdoor environments are sufficiently ordered and predictable allowing children to feel comfortable while constructing their own learning and engagement levels. Our indoor environment is filtered by natural light and has an open plan layout. Furniture is moveable, flexible and allows for open-ended-play. The resources are designed in a way for the children to be engaged in critical thinking and problem solving. Spaces are a mixture of active play, quiet play, group and individual learning. Equipment is sustainably sourced, useable, flexible and multipurpose. We allow experiences that encourage exploration, experimentation, construction within our natural environment that fosters appropriate risk taking. The inclusion of a redesigned Kindy creek and outdoor play space (as of Term 4 2012) allows the children to be engaged in authentic, natural experiences. We have endeavoured to establish natural shade and shade structures that provide protection against the elements at all times of the day. Our environments ensure positive interactions and allow children to withdraw to quiet, secretive places alone or with friends or engage in expansive play experiences. Routines such as meal and rest times are familiar, relaxed and comfortable occasions with opportunities for conversations and reflection. (documented planning, portfolios, PowerPoint, children’s thinking books)

Quality Improvement Plan for QA 3 Summary of strengths for QA3 3.1.2

Examples of focussing through a Sustainability lens when working with our documents.)

Quality Area 3

Standard 3.2

The environment is inclusive, promotes competence, independent exploration and learning through play.

Element 3.2.1

Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments.

Element 3.2.2

Resources, materials and equipment are sufficient in number, organised in ways that ensure appropriate and effective implementation of the

program and allow for multiple uses.

Our documents: How does Sustainability fit?

Creating a Philosophy that recognizes and includes Sustainable practices: C&K Redlands Philosophy Excerpts: Environment: Our Centre is a natural, sustainable environment; in which children can connect with and take ownership of their learning and are encouraged to self assess risk. Sustainable practices and procedures are at the heart of all decisions made in relation to our learning environment and resources. We ensure the environment is well resourced with natural materials and experiences and is designed to be stimulating and to encourage curiosity, a sense of wonder and promote thinking. Children: We celebrate children as valued, trusted citizens and respect them as competent and confident human beings. Community is acknowledged as a strong co-contributor to our every day practices and learning. Families and Community: We strive to develop in each child, initiative; self reliance; a sense of responsibility and achievement; along with respect for self and others. We strive to build resilience in each child so they are capable of making decisions which lead to intrinsic positive behavioural responses.

QIP : Look at your strengths and issues through a sustainable lens.

Examples of strengths. 3.3.1

Our Kindergarten philosophy reflects sustainable and energy efficient practices in all aspects in its operation. Sustainable practices such as recycling, water conversation and energy efficiency are embedded in Kindergarten routines and practices and discussed and followed with children and families. Children participate in sustainable practices such as worm farm maintenance, composting, recycling of materials, energy efficiency (turning off lights when not in room) and using one paper towel when washing hands (minimising consumption of materials). These strategies are embedded within our service and are consistently implemented and discussed with children and families. Through our curriculum educators reference literature and online data about practices that impact on humans and our carbon footprint. The service has sought grants to encourage efficiency and to promote sustainability within the community. We have endeavoured to turn around the purchase of non sustainable materials and actively promote reducing, reusing and recycling strategies for equipment requirements. We encourage families to source natural and recycled materials (boxes, seed pods, leaves...) for use in our studio spaces. Conservation of water is paramount and maintained through the use of water collection tanks and discussions with children regarding water use through play and gardening practices. Intentional teaching and spontaneous discussions occur regularly regarding sustainable practices and the impact of human activity on the environment. (newsletter, portfolios, PowerPoint, SEMP) 3.3.2

Our Kindergarten philosophy reflects sustainable and energy efficient practices in all aspects in its operation. We also have a culture of maintaining garden spaces, growing our own food and engaging with recycling practices and environmental maintenance. These strategies are consistently implemented. Through Redlands City Council World Environment Day 2010, one of our staff members was nominated for and achieved ‘workplace champion for sustainability’. Children are engaged in and reflect upon their observation of natural phenomena and co-construct research documentation that supports these learning areas. These practices are part of our ethos and cement life skills to promote children as active and engaged citizens of the world. (nature journals, portfolios, PowerPoint, learning book, frog diary)

5.2.2 Helping children build resilience and emotional intelligence is seen as important and staff refer to Dr Paula Barrett, Anna Bower, Robin Grille, Ian Lillico, Louise Porter and other professionals for support in this area. Staff recognise and acknowledge children’s emotions and feelings to support children’s relationships. Rules are kept to a minimum and children are encouraged to participate in their development. Children are encouraged and supported to take ownership of their actions and emotions and to attempt to resolve problems and confrontations for themselves and to use language to moderate behaviour. Staff assist children as they develop this ability and focus on positive behaviour as an important learning tool. We guide positive behaviour, e.g. if a child’s hands or feet invade another’s personal space. If an accident does occur between children we say “How can you help each other feel better, now you can use your hands in a helping way to get them a drink of water or do a drawing for your friend”. This strategy immediately allows a child a chance to redeem their behaviour and feel good about themselves. Staff acknowledge and endorse the statement, “there are no naughty children in the whole world.” In small/whole groups we have discussions regarding personal space. We model putting a space bubble around our bodies and the children imitate these actions and begin to gain an understanding of what personal space means. Children are encouraged to recognise when their personal space/values are challenged and are given strategies such as raising their hand in a stop signal and saying “stop I don’t like you ____ me” in a clear firm voice. This gives children a strategy to understand their peers actions and gives each child permission to be practiced and confident in saying stop. Staff members ensure they maintain and initiate respectful communication with each child by allow them to continually make suggestions of how they would like their day to proceed. As staff communicate calmly this enables the interactions to be in respectful tone. Insight is gained by collaborating with parents at arrival and departure times. These insights deepen through observation, building personal portfolios, discussion with other staff members and direct interaction with each child. 5.2.3 As previously discussed in 5.2.2. Encouraging children to empathise with others and challenge stereotype and bias is implemented through curriculum planning in language activities, drama and role play. Staff encourage children’s independence through the establishment of a self selective environment, encouraging self help skills, offering choices for activities that are within a child’s capability and offering support and guidance as required. We respect and value both similarities and differences in children’s abilities and backgrounds. This is done by making meaningful connections in using phrases and terms using the first language of the family where possible. Staff model and promote Glasser’s choice theory and ask children to reflect upon their body choices. This enables them to self regulate their behaviour. The children are empowered by making choices. Children are encouraged and supported to take ownership of their actions and emotions and to attempt to resolve problems and confrontations for themselves and to use language to moderate behaviour. Staff assist children as they develop this ability and focus on positive behaviour as an important learning tool. Staff support each other through professional conversations and professional development opportunities. (Parent Information Nights discussing aspects of the curriculum including behaviour guidance, individual parent/teacher discussions, documented discussions with OEC, ECA and support agencies)

Example of issues:

Standard/

Element 3.3.1

The service takes an active role in caring for its environment and contributes to a sustainable

future.

Identified issue further establish frog suitable vegetation around frog pond;

seek funding 2012 for irrigation system that operates from rainwater tanks (or town water if

needed) to water garden;

look into purchasing more recycled paper in office;

look at how to reintroduce fabric hand towels.

SOME REFERENCE BOOKS Young Children and the Environment

Early Education for Sustainability. Editions 1 & 2

Editor Julie Davies

X Sustainability in Action in Early Childhood Settings.

Sally Sneddon and Anne Pettit

X Sustainability and the Early Years Learning Framework. Sue Elliott.

Eat your Garden Leonie Shanahan

Greening Services Practical Sustainability Rachael Kinsella ECA

Everyday Learning about Being Green Rachael Kinsella ECA

Natural Playscapes Rusty Keeler

Caring Spaces Learning Places Jim Greenman

Designs for Living and Learning Curtis and Carter

Snails Live in Houses Too Environmental Education for Early Years Sue Elliott & Sue Emmett

Humble Honkey Nut Bold Park School

Playing for Keeps

Environmentally Responsible Practices in Early Childhood Learning VEEC

X Children in Wild Nature.

Niki Buchan.

Nurture Through Nature. Potential of a Puddle Nature Kindergartens Look Look Look Again (Seasons x 4) Books by Claire Warden Last Child in the Woods Ian Louv A Children’s Food Forest (an outdoor

classroom) Carolyn Nuttall Seed to Seed – Food Gardens in Schools

Seedsavers www.seedsavers.net CSIRO Children’s Wellbeing Everyday Learning in the Backyard Lyn Bower

ECA The Outdoor Playspace Naturally for Children birth to five years Edited Sue Elliott Beautiful Stuff ? (Recycled Collections) Crook, S., Ed., 2004, Just Improvise: Innovative

Play Experiences for Children Under Eight, Tertiary Press, Melbourne.

REFERENCE BOOKS CHILDREN Apples Grow on Trees Carrots Grow Under The Ground Lettuce grows On the Ground Tomatoes Grow on a Vine. Book series Mari Schuh Pebble Recycle Ann Marie Kishel Reduce “” Reuse “”

Seeds Go Seeds Grow Mark Weakland

Leaf Man Lois Ehlert Red Leaf Yellow Leaf “” I’m Hungry Let’s Grow It Joanne Newell (Organic Gardening & Recipes) World of Farming – Food from Farms Nancy

Dickmann

Outdoor Kids: A Practical Guide for Kids in the Garden. Jamie Durie 2006

My Green Day – 10 Green things to do Melanie Walsh (+ Other Titles) Garbage Helps our Garden Grow A Compost Story Linda Glaser

Sustainability – Saving Water Liz Flaherty Sustainability – Growing Things “”

(Materials) Water Cassie Mayer Acorn Help the Environment Saving Energy “”

Let’s Eat – Children and Their Food Around the

World Beatrice Hollyer Oxfam Our World of Water Beatrice Hollyer

What in the World is Green Food Dona Gaarder

Mitabooka Bush Tucker Margaret Ah Sam

BOOKS FOR CHILDREN Isabella’s Garden Glenda Millard & Rebecca Cool

The Giving Tree – Silverstein

The Giving Chair – “”

In the Children’s Garden – Schaefer / Pauley

Litterbug Doug - Ellie Bethel

Michael Recycle – Ellie Bethel

Michael Recycle and the Tree Tops Cops – ””

Michael Recycle’s Christmas – “”

My Green Day 10 Green Things to do.

Melanie Walsh

One Less Fish – Kim Michelle Toft

The Story of Rosy Dock – Jeannie Baker

Dougal the Rubbish Dump Bear – Matt Dray

Special Land - Wendy Notley & children of Kowanyama SS

Insects - Wendy Notley & children of Kowanyama SS

My Hen Is Dancing – Karen Wallace

Eye Know – Tree DK Eye Know – Plant DK Gardening Book – Jane Bull – DK

We are What We Eat - Sally Smallwood

QEB Weather Watch - Rain / Wind / Sun etc

Honor Head

It’s Cloudy Today (series) Sunny / Windy / etc Lightning Bolt Books

Vegetables Jill McDougall & Lisa James Wings

Learn About Food – Brimax

Oliver’s Vegetables - ?

Growing Good – Barnard Ashley

USEFUL LINKS AND REFERENCES. Queensland Early Childhood Sustainability Network Inc. (QECSN Inc.)

http://www.qecsn.org.au

www.facebook.com/QECSN/

http://www.earthhour.org.au/what-you-can-do/make-a-resolution/wwf-suggestions

Keep Australia Beautiful Qld.

Green and Healthy Schools e News - Dept of Education and Training

http://www.environment.gov.au/ Australian Government. Department of Sustainability, Environment, Water, Population and Communities

The Earth Charter www.EarthCharter.org

www.kidsoutdoorgear.com.au Waste free lunch box wraps

http://www.freshgreenclean.com.au/

http://sasiclean.com.au/index_new.html

http://www.worldforumfoundation.org/wf/wf2010_nature/index.php

wyong.nsw.gov.au Water Education in Preschools Program

The contribution of early childhood education to a sustainable society. Paris: UNESCO

http://unesdoc.unesco.org/ulis/cgibin/ulis.pl?req=0&mt=100&mt_p=%3C&by=2&sc1=1&look=default&sc2=1&lin=1&mode=e&futf8=1&gp=1&hist=1&text=the+contribution+of+early+childhood+to+a+sustainable+society&text_p=inc&submit=Search

UN Decade of Education for Sustainable Development 2005 - 2014

http://naturalplaygrounds.com/

http://www.mindstretchers.co.uk/

http://creativestarlearning.blogspot.com/ (I’m a Teacher get me Outside here)

Websites continued: http://www.eceen.org.au/ http://www.ebp.qld.gov.au.sustainabilty/sector-guides/child-care/index.html www.derm.qld.gov.au/

If you are reading this document on a computer, you can visit the following websites by accessing the links (highlight, right click and open hyperlink)

www.abc.net.au/gardening/features/organic_gardener.htm

www.annettemcfarlane.com.au

www.backyardbuddies.net.au

http://www.birdsinbackyards.net

http://www.birdsinbackyards.net/sites/www.birdsinbackyards.net/files/page/attachments/doc_19_guidelines_schools_0.pdf http://www.birdsinbackyards.net/birds/featured/Top-40-Bird-Songs www.bogi.org.au (Brisbane Organic Growers Inc) http://www.rogi.com.au/ (Redlands Organic Growers Inc)

http://www.brisbaneinsects.com

http://www.brisbane.qld.gov.au/

http://www.olgr.qld.gov.au/grants/index.shtml http://www.olgr.qld.gov.au/grants/gcbf/solarSportAndCommunityGrants/index.shtml

http://www.brisbane.qld.gov.au/community/grants-and-awards/environment-and- sustainability/index.htm

http://cartridges.planetark.org/

www.cityfoodgrowers.com.au

www.EdibleSchoolGardens.com.au

http://www.epa.vic.gov.au/ecologicalfootprint/calculators/personal/page1.asp

http://www.fairhill.com.au/

http://www.4myearth.com.au

www.freshgreenclean.com.au

http://frogsaustralia.net.au/frogs/millsap.cfm

http://hollowloghomes.com/

http://www.indigiscapes.com.au

http://www.livebettergreener.com.au/

http://www.naturallysustainable.com.au

http://www.reversegarbage.com.au/

www.sasiclean.com

http://www.wildcare.org.au/

http://www.witjutigrub.com.au

www.wormsdownunder.com.au

Davis, J.,(Ed.) (2010). ed, Young Children and the Environment :Early Education for Sustainability. Cambridge University Press

Davis, J. and Elliott,S. (2003). Early Childhood Environmental Education: Making It Mainstream, Early Childhood Australia, Canberra.

Elliott, S. (Ed.) (2008). Ed. The Outdoor Playspace Naturally: For Children Birth To

Five Years. Sydney: Pademelon Press

Environmental Education in Early Childhood Vic Inc. ( EEEC) www.vicnet.net.au/~eeec/

Hughes, M. (2007). Climbing the little green steps : how to promote sustainability

within early childhood services in your local area. Gosford and Wyong: Gosford and Wyong Council. www.wyong.nsw.gov.au Retrieved 14

February 2012

Illawarra Children’s Services.(2009). ECO friendly – Ways to get early childhood services started’

http://www.ics.org.au/files/downloads/isa/200906%20Eco%20Friendly%20booklet%20-%20EC.pdf Retrieved 14 Feb 2012

Immig, J. (2000).The Toxic Playground: A Guide to Reducing the Chemical Load in Schools and Childcare Centres, Total Environment Centre,

Sydney.

Kinsella, R. (2007).Greening Services: Practical Sustainability. Watson, ACT: Early Childhood Australia

NSW Early Childhood Environmental Education Networkhttp://www.eceen.org.au/

Napoli ,E., Downey, S. and Mcpherson, L. (2010). Sustainability in early childhood settings. Early Childhood Education Conference, Kindergarten

Parents Victoria http://www.togetherwegrow.com.au/2010Speaker-notes/F2-NapoliDowneyMcPherson.pdf Retrieved 14 February 2012

NSW EPA. (2003). Patches of Green: A Review of Early Childhood Environmental Education, Sydney.

Pratt,R .(2010). Practical Possibilities and pedagogical approaches for early childhood education for sustainability. In Davis, J.,(2010). ed, Young

Children and the Environment :Early Education for Sustainability. Cambridge University Press

Queensland Early Childhood Sustainability Network (QECSN) http://www.earlychildhoodaustralia.org.au

Statham, B. (2008). The Chemical Maze :Shopping Companion. (4th edn), Loch, Victoria

Timberlake, L. & Thomas, L. (1990). When the bough breaks …Our children, Our environment. London: Earthscan

United Nations Educational, scientific and Cultural Organisation (UNESCO). (2008) The Contribution of Early Childhood Education for a

Sustainable Society

United Nations World Commission on Environment & Development.(1987). Our Common Future (also known as the Bruntland Report)

REMEMBER. If you are thinking a year ahead, plant a seed.

If you are thinking 10 years ahead, plant a tree. If you are thinking 100 years ahead, educate the people children

Chinese Poet, Kuan Tzu 500 BC

I GRATEFULLY ACKNOWLEDGE THE CONTRIBUTION OF PHOTOGRAPHS AND TEXT FROM, AND THE CHILDREN, FAMILIES AND EDUCATORS OF:

MT GRAVATT KINDERGARTEN (THE GOWRIE)

& C&K REDLANDS COMMUNITY KINDERGARTEN

& THE INTERNET.

THANK YOU.

Key Components of Learning for Sustainability that underpin our QECSN Aims:

Envisioning a better future is a process that engages people in conceiving and capturing a vision of their ideal future. Envisioning, also known as ‘futures thinking’, helps people to discover their possible and preferred futures, and to uncover the beliefs and assumptions that underlie these visions and choices. It helps learners establish a link between their long term goals and their immediate actions. Envisioning offers direction and provides impetus for action by harnessing peoples’ deep aspirations which motivate what people do in the present.

Systemic thinking is a way of thinking based upon a critical understanding of how complex systems, such as environments and ecosystems, function by considering the whole rather than the sum of the parts. Systemic thinking offers a better way to understand and manage complex situations as it emphasises holistic, integrative approaches, which take into account the relationships between system components. Systemic thinking works toward long-term solutions that are vital to addressing issues of sustainability.

Critical thinking and reflection challenges us to examine the way we interpret the world and how our knowledge and opinions are shaped by those around us. Critical thinking leads us to a deeper understanding of the range of community interests and the influences of media and advertising in our lives.

Participation aligned with sustainability goes beyond mere consultation processes to involve people in joint analysis, planning and control of local decisions. In its ‘truest’ form it can be self-initiated and directed with participants having full control of the process, decision and outcomes.

Partnerships for change provide both formal and informal opportunities for learning. Learning can take place during a meeting or through structured exchanges which allow reflection, development of understanding and questioning of mental models. Partnerships also strengthen ownership and commitment to sustainability actions.

www.qecsn.org.au