Month: October 2015

Physical Environment


ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

“In order to act as an educator for the child, the environment has to be flexible: it must undergo frequent modification by the children and the teachers in order to remain up-to-date and responsive to their needs to be protagonists in constructing their knowledge.” Lella Gandini (1998)

We have long known about the importance of the environment in supporting children’s learning and development and construction of knowledge. Recognising this, educators from the Reggio Emilia program in Italy refer to the environment as the ‘the third teacher’.

The Early Years Learning Framework and Framework for School Age Care remind us of the importance of drawing on pedagogical practices to create physical and social learning environments that are welcoming, enriching, responsive to children’s interests and that have a positive impact on children’s learning.

As children approach learning by using their senses, the physical environment has enormous potential to influence a child’s learning and experiences.

Well-designed indoor and outdoor physical environments can capitalise on children’s amazing sense of curiosity, awe and determination while engaging with people and their surroundings promote children’s potential learning in built and natural environments. Play spaces should be interesting, engaging and allow children to extend their thinking, problem-solving skills and learning. Providing children with opportunities to learn how to assess and take appropriate risks is also essential for healthy childhood development. Tim Gill, a playground consultant from the UK who regularly visits Australia offers helpful insights on his website (Rethinking Childhood) about risk-benefit analysis and the importance of supporting children to take appropriate risks.

Educators should also consider how children are supported to engage in their environment, with other children, and how the environment is resourced and organised. Intentionality in how the space is organised and how children are supported in their play can impact on the quality of experiences and relationships developed.

Quality Area 3 of the National Quality Standard identifies that a service’s physical environment should be safe, suitable, appropriately resourced and well maintained. Also it needs to be designed and organised in a way that supports the participation of all children and the effective implementation of the learning program.

It is important to be aware of the National Quality Standard and related regulatory standards. It is also important to source information about relevant safety standards from reputable organisations such as Kidsafe and Standards Australia.

Once you understand the requirements, it is important to consider how the environment will contribute to the effective implementation of the learning program and how it can promote:

  • participation by every child
  • the flow between indoor and outdoor spaces
  • smooth transitions between activities and spaces
  • competence, independent exploration and learning through play
  • engagement with the natural environment
  • positive relationships between children
  • children’s understanding, respect, care and appreciation for the natural
    environment
  • environmental sustainability and assist children to become environmentally responsible
  • flexibility – allowing re-organisation to maintain interest and challenge
  • a welcoming and comfortable ambience.

Involving all stakeholders, including management, educators, families and children, in decisions about the design, organisation and use of the environment is likely to build shared commitment and provide opportunities for a variety of ideas to be considered and included.

Chapter 4, Part 4.3 of the Education and Care Service National Regulations sets out the underpinning regulatory standards for the physical environment.

The Early Years Learning Framework (page 9) and the Framework for School Age Care (page 6)  recognise the learning environment as a key practice and identify environments that are designed to foster children’s learning and development, as a key contributor to curriculum or program.

Margie Carter, Making Your Environment “The Third Teacher” in Exchange July/August 2007

Embracing the assessment and rating process

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Being assessed and rated can understandably be a nervous time for educators. ACECQA caught up with Vashti Hicks, an Authorised Officer with the Queensland Department of Education and Training, to discuss her role and how services can prepare and embrace the assessment and ratings process.

Tell us a little about your background

 I have been in the early childhood sector for 16 years. I started as an assistant in a privately owned service but soon discovered that I wanted to focus on teaching. I then completed my diploma before taking on a group leader role.

Following this, I had the opportunity to take on the role as a service Director, which I undertook for five years. I was lucky to stay at this service for 11 years and felt supported in my growth in the sector. After a short break, I took on a position with the department focusing on monitoring and licensing, I have been here for five years and am looking forward to many more.

How do you think the National Quality Standard (NQS) has improved quality education and care?

With the changes to the National Law and National Regulations and the development of the NQS, approved providers, educators and families have come together to ensure wonderful outcomes for children.

Services can think outside the box and engage their educators and children in new and exciting ways, which they may not have looked at in the past as early education programs tended to be structured and ‘one size fits all’.

Additionally, with the law and regulations looking at operational requirements, it’s positive to see a framework that has raised the benchmark and for services to focus on continuous improvement.

Can you describe some of the innovative ways you have seen services approach the Quality Areas or Standards?

Services are embracing being able to change their indoor and outdoor environments to feel more natural and homely. Many are sourcing design ideas from collaboration websites such as Pinterest and finding inspiration for using natural materials that allow children to explore living and non-living things.

I’m delighted when I visit services where the outdoor space has become equally as dynamic and important in terms of learning by using things like wooden materials, gardens and mud pits.

We have definitely seen an increase in services and families building stronger relationships, including families participating more in the program, giving feedback and services using families’ skills and incorporating these into programs. One service that I visited had moved away from displaying children’s artwork on the walls to photos of children’s families that created a homely learning environment.

What preparation do you do before a visit?

I try to develop a relationship with my services to ensure that they are ready for the assessment and rating process. Prior to visiting I read through their Quality Improvement Plan (QIP) and identify strengths and improvements that they have highlighted and discuss these.

If I have additional time, I call the service and speak to the nominated supervisor and ask if there is anything I need to know for the visit such as: allergies, staff that may be away or any other major changes that have occurred. Asking these questions makes me aware of how the service operates daily.

I encourage services to make contact with their assessment authority before their visit as developing this relationship is an important step in ensuring the assessment and rating is as stress-free as possible.

If you could offer services a word of advice, what would it be? 

I would recommend services to:

  • embrace the process (see it as an opportunity to show your service off to the world)
  • breathe, discuss and reflect
  • ensure you’re prepared (knowledge is power, use the National Quality Framework Resource Kit)
  • highlight your service’s strengths.