Developing An Environmental Strategy For Cherry Tree Lane Early Learning Centre
- December 21, 2023/ Uncategorized
Components of the National Quality Standard and Early Years Learning Framework
You are required to complete one written assessment which has two parts for CHCECE012 Support children to connect with their world.
In completing the final assessments, you will show evidence of your ability to:
- support children to develop an understanding and respect for the natural environment
- identify areas for change
- support others in implementing sustainable practices.
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Assessment number |
Assessment deliverables |
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31847B/01 |
Written Assessment |
31847B/01 Written assessment
This written assessment is in three parts. You are required to complete each part.
Read the following case study, then answer the questions and complete the tasks that follow.
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Case study Cherry Tree Lane Early Learning Centre was established in 1984. The Centre provides care and education for children from birth to school age. It operates Monday to Friday, 7.30am to 6.00pm, and cares for up to 56 children daily. Morning tea, lunch, afternoon tea and nappies are provided. The current staff:child ratios at the Centre are: 0-2-year-old children – 1:4 staff / child Educators at the Centre are currently developing an environmental strategy. The strategy is to help them implement sustainable practices across each of the rooms at the Centre; they hope to make sustainable practices a part of the daily routine. To help them assess their present performance and identify areas needing change, two members of the work team completed the following ‘Monitoring environmental management checklists’. |
|
Check |
Yes |
No |
Action |
|
Plumbing and fittings Taps: – do not drip – easy to turn off – ‘turn off the tap’ notices in place – regularly checked by appointed person. Cisterns: – do not dribble – dual flush systems – adjusted to use less water. |
a a a a a a a |
It is important to ensure that the dripping taps are replaced with parts that are not dripping. In such settings, it is advisable to use mixer taps. They are easy to mend and unlikely to leak. Children might be unable to know where to turn off the water supply from. It Is thus important to set about stop valves for turning water off quickly in instances of disaster. |
|
|
Kitchen and food preparation Fruit and veggies not washed under running tap. Cold water kept in fridge rather than running the tap for cold water. |
a a |
It’s important to wash off dirt in running water to minimize contamination. Children will be reminded the importance of form of hygiene. |
|
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Cleaning Up Children do not waste water when washing hands. Water used sparingly when cleaning up. |
a a |
It is important for the staff to oversee activities like hands washing and clean up to avoid water misuse. Such is due to the fact that children are unable to make concise judgment of things. |
|
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Outdoor areas Clean outside areas with broom, not hose. Hoses not used on hard surfaces. Native plants preferred. Gardens mulched. Rainwater collected. Grey water recycled. Water restrictions followed. |
a a a |
a a a a |
Children are prone to several diseases. Such diseases can be airborne, waterborne, or caused by other factors. Children will, therefore, not be left to perform any sort of outdoor activity without strict supervision. Barriers and guardrails for ramps and platforms should be provided. Clear instructions should be provided on how to use water. |
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Activities Activities involve, but do not waste, water. |
a |
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Waterways and sewerage Food scraps, oils, paints not washed down sink. Scraps are used in compost bin or worm farm. Oil put in container, not down sink. Paint disposed of correctly. Council consulted regarding paint disposal. Outside drain areas kept clear of leaves and rubbish. |
a a a |
a a a |
Children care setting should have regular disinfecting routine. Since cleaning doesn’t remove germs, thorough disinfection is regarded. Cleaning agents should all meet Environmental Protection Agency’s “hospital grade.” |
|
Check |
Yes |
No |
Action |
|
Lights Turned off when not in use. Lower wattage bulbs or fluorescents. Natural light wherever possible. |
a |
a a |
Fluorescent bulbs use less electricity. They are more efficient and thus will reduce bills. |
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Kitchen Small appliances preferred. Size of pots close to burner size. Pots covered when cooking. Oven doors closed while cooking. Refrigerator: – maintained – seals intact. |
a a a a a a |
Cleaning supplies and food should be stored in separate cupboards. Children need to be taught not to lick serving utensils and also discard leftovers. |
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Temperature control Heaters, air conditioners: – correctly installed – operating efficiently – Advice obtained on new purchases. Winter Staff and children wear warm clothing in winter. Draft excluders, door seals installed. Windows curtained. A ‘cosy corner’ for children. Summer West aspect of building is shaded, curtains or blinds at windows. Vegetation shades building. Good cross ventilation, fans, rather than air-conditioners. General Appliances turned off at power point. |
a a a a a a a a a a a |
Note that children, unlike adults, are not much adaptable to temperature changes. All the air conditioners and heaters must be operational all times. They therefore need to be maintained every month. In case of emergencies like fire, exit points would be vital. Installing fire extinguishers is also recommended. |
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General Appliances turned off at power points at night. Time switch to turn off all appliances is installed. Energy rating of all new purchases checked. Low wattage and small appliances preferred to larger ones. |
a a a |
a |
Energy conservation is as much important as child care. All appliances should meet the “green appliances standards to reduce wastages. |
|
Check |
Yes |
No |
Action |
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Shopping Products bought in bulk or re-usable containers. Products with packaging recycle symbol chosen. Cloth, not plastic shopping bags, used. |
a a |
a |
Re-use and recycling reduces expenses a great deal. Buying products that can be re-used or recycled help children develop the management mindset. |
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Recycling Recycled paper, cardboard and other materials used. Reverse Garbage and other recycle centres used. Parents contribute recycled paper, fabric, wool, containers, etc. Both sides of paper, recycled paper used in office. Recharge service used for printer/photocopier. Envelopes are reused. Baskets provided for recyclable paper. Bins provided for recyclable craft wast |
a |
a a a a a a |
As mentioned before, children are prone to several diseases. Such diseases can be airborne, waterborne, or caused by other factors. Exposing them to recycling of particular materials like used containers and bins would not be necessary. |
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Kitchen Crockery used, not disposable utensils. Containers used for food, not plastic wrap. Separate recycling bins used for paper, plastics and aluminium/steel. Food waste composted or put into a worm farm. Cotton dishcloths used. |
a a a |
a |
Cleaning supplies and food should be stored in separate cupboards. Children need to be taught not to lick serving utensils and also discard leftovers. Such left overs need to be thrown in farms. Children will also be taught more kitchen manners to enhance their kitchen hygiene. |
|
Check |
Yes |
No |
Action |
|
Hazardous chemicals Products used do not contain hazardous chemicals. Alternative products used. All hazardous chemicals securely stored and recorded to comply with WHS. Products used have listed contents. Arts/crafts materials are non-toxic. Recycled materials are not toxic. Solvent free glues are used. Natural, and water-based paints, used. Local council contacted about disposal of chemicals, paints etc. Products with batteries avoided. |
a a a a a a a |
a a |
All containers should be correctly labeled to avoid confusion. Containers having chemicals should be stored away from those having foodstuff. Children should be constantly reminded not to play with “hazardous” substances. |
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Allergies Staff aware of children’s food allergies |
a |
Regular checkups for children is important to identify whatever ailment they might have |
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Food Fresh unprocessed food used. Food with additives and colouring avoided. Food additive guide available. Fruit and vegetables washed. |
a a a a |
Meats that are purchased must have been inspected. The refrigerator must be between 32 degrees to 40 degrees |
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Gardening Compost and natural fertilisers used. Non-toxic sprays used for all plants. |
a a |
Children need to be taught not to lick serving utensils and also discard leftovers. Such left overs need to be thrown in farms. |
|
|
Cleaning Non-toxic cleaning products used. Directions for use followed. Micro-fibre cloths are used. Chemical air-fresheners not used. Aerosal (pressure pack) spray bottles not used. |
a a |
a a a |
All containers should be correctly labeled to avoid confusion. Containers having chemicals should be stored away from those having foodstuff. |
Source: Network Community of Activities, n.d., Eco-OOSH in Action: a whole-of-Centre approach to sustainable living checklists, netoosh.org.au/eco/checklists.pdf.
Using the checklists provided as a guide, identify what the work team needs to do to enhance environmental sustainability and how they can do it. Use the ‘Action’ column to record your suggestions.
Any (and all) alternate practices suggested in the ‘Action’ column must promote sustainability and be environmentally friendly – e.g. the checklist related to the use of chemicals indicates the Centre uses chemicals for cleaning, appropriate alternatives to minimise the use of chemicals in an education and care environment include using soapy water for daily cleaning of tables, nappy surfaces, mouthed toys and general spills indoors and outdoors, Bicarbonate of Soda (made into a paste) to replace Jif or Gumption, and lemon juice as an alternate to bleach. These alternatives would be appropriate suggestions to record in the ‘Action’ column as they are environmentally friendly and are considered safe for an early childhood setting. When considering practices the work team could implement, try to find the most sustainable alternatives.
Be sure to provide suggestions for implementation by the work team in each of the following ‘Monitoring Environmental Management checklists’:
- water
- energy
- waste
It is evident from the data in the completed ‘Monitoring Environmental Management – Waste’ checklist, that recycling and encouraging families who access the service to bring in recyclable materials are areas requiring improvement. Imagine you work as an educator at the Cherry Tree Lane Early Learning Centre in the 3-5-year-old room.
Design a poster (A4 size) to help remind families and their children to recycle.
Find three recycling crafts you could make with children in this room. Provide details of the activities, including a list of the recyclable materials needed and how you will go about getting them.
Making a cereal box house: – boxes used to buy cereals are important tools for making amazing kid toys like box houses. The activity is fun too.
Making a cyber-bracelet: – Such bracelets are important because making them will enable children learn about computer parts. They will also learn how to handle such parts. All that is needed is an old out-dated computer to make an in-style bracelet.
Involving families and the broader community
Making paper cup maracas: – These are musical instruments. It is the best way of introducing children to the world of rhythm and percussions.
Find three children’s books that deal with the topic of recycling which could be read during a small or large group experience. Provide the following information:
- Book title: –
- author : –
- What the children will learn from the book and discussion of the topic.
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Book title |
Author |
What children will learn |
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Why should I recycle? |
Jen Green |
The book is poetic and also comic. It uses beautiful illustrations to educate children on the importance of recycling. |
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Why should I save waters? |
Jen Green |
It uses beautiful illustrations to educate children on the importance of conserving water. |
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Protect Manure? |
Jen Green |
It uses beautiful illustrations to educate children on the importance using manure |
Find a photo on the internet that shows a play space created using recyclable materials. Briefly explain how setting up a play space, similar to the one shown in the photo, would foster the environmental awareness of the children in the preschool room. Include the photograph with your answer.
The pallet shown above is cost efficient and easy to make. All you need are pieces of wood or old cardboards and nylon clothing.
The boards are joined to form an L shape as shown in the figure. Nylon clothes are then pinned on the sides of the board to form a tent.
- Identify the components of the National Quality Standardand the Early Years Learning Framework the work team at Cherry Tree Lane Early Learning Centre need to consider when developing their environmental strategy.
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Quality Areas |
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Children’s health and safety |
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Standards |
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Each child’s health is promoted. |
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Elements |
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Each child’s health needs are supported. |
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Effective hygiene practices are promoted and implemented. |
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Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation. |
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Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines. |
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Principle/s |
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Children MUST interact |
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Practice/s |
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Outdoor games and learning activities among children under the supervision of a staff |
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Learning outcome/s |
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Children are effective communicators |
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Interaction is key to developmental success |
- Identify two ways families and the broader community could be involved in encouraging environmental awareness and sustainable practice at the Centre.
- Fostering the capacity of children to respect and understand nature and other living organisms.
- Ensuring that children work together to promote and learn about resource sustainability and develop sustainable practices in any centre.
To complete this assessment task, you will need access to an approved early childhood education and care service. This may be your own workplace or the host organisation where you are completing work placement. Alternatively, you may wish to carry out the task in an education and care service in your local area.
The assessment task requires you to implement an indoor or outdoor gardening experience which involves growing food with children.
Create a photo storyboard of the experience you implement. The storyboard should contain a series of pictures in sequence that shows the flow of the experience (the flow of action). Make sure that written parental permission is received before photographing any children in care. If needed, a Permission to photograph form is in the Appendix of this booklet.
After implementing the gardening experience, use the space below to write a reflection indicating what actions you took (e.g. what you said or did), to:
- promote respect for, and an appreciation of, the natural environment amongst the children at the service
- foster the children’s capacity to understand and respect the natural environment, and the interconnectedness and, indeed, the interdependence between people, plants, animals and the land
- support the development of positive attitudes and values in line with sustainable practices.
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Reflection: (Insert name and brief description of experience or resources made available, or strategy implemented) Date: Actions taken: |
To complete this assessment task, you will need access to an approved early childhood education and care service. This may be your own workplace or the host organisation where you are completing work placement. Alternatively, you may wish to carry out the task in an education and care service in your local area.
The assessment task requires you to review the service’s sustainability practices. More specifically, you are required to:
Undertake an analysis of the environmental sustainability of the service, considering factors such as nature, waste, energy and toxins (optional checklists are provided below to get you started with your analysis)
|
Check |
Important |
Not |
Action |
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Pest Control |
a |
Inside and outside the facility, non-toxic techniques of pest control are used. Fruits and vegetables are also washed properly since they might have been exposed to serious pesticides. |
|
|
Quality of air |
a |
The facility ensures that humidity is kept low to reduce mould formation. |
|
|
Cleaning Up |
a |
It is important for the staff to oversee activities like hands washing and clean up to avoid water misuse. Such is due to the fact that children are unable to make concise judgment of things. |
|
|
Household Chemicals |
a |
In as much as chemical products are not our priority, we use fragrance free disinfecting and sanitizing products. |
|
|
Playground Equipment. |
a |
Though important, the facility lacks playground equipment made from CCA treated wood. |
|
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Waterways and sewerage |
a |
Children care setting should have regular disinfecting routine. Cleaning agents should all meet Environmental Protection Agency’s “hospital grade.” |
- identify two areas of potential change related to the cleaning and maintenance of equipment and resources that may enhance the service’s environmental sustainability
- Installation of taps at strategic places so that children can have easy access of free flowing water
- Changing weekly disinfecting routines to daily routines
- develop and implement two strategies to address these areas of potential change in consultation with your supervisor
- For installation of taps at strategic places, children will be reminded by the teachers to use the taps and not the sinks for cleaning purposes.
- Making the routine more regular would ensure that they develop the sense of sustainability and to reduce the chances of infection
- Evaluate the strategies implemented in consultation with your supervisor.
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1. Installation of Taps |
It is important to ensure that the dripping taps are replaced with parts that are not dripping. In such settings, it is advisable to use mixer taps. They are easy to mend and unlikely to leak. Children might be unable to know where to turn off the water supply from. It Is thus important to set about stop valves for turning water off quickly in instances of disaster. |
|
2. Daily disinfection routines |
In as much as chemical products are not prioritized for use, fragrance free disinfecting and sanitizing products are recommended. |
To get started with your analysis, you may like to use one of the following checklists:
Eco-Healthy Child Care ® Checklist
To help you complete this task, it would be a good idea to refer back to your Learner Guide and course textbooks. It would also be helpful to refer to current service policies and procedures, and to consult with the work team.
You are required to submit your completed analysis (e.g. a completed checklist, if used) along with your proposed strategies to enhance sustainable practices at the service.
Lastly, you are required to summarise the processes undertaken to implement your strategies (approximately 200-300 words), making sure to describe any barriers you were faced with in implementing the changes and identifying how you went about driving the needed behavioural changes.
Evaluate the outcomes of the two strategies implemented, and include your evaluation summary with your assessment submission.
Implementation of the strategies is because the facility would like to instill the art of sustainable development through childhood education. This is done by answering how children connect with sustainable development. In other words:
- Early childhood education plays an important role in constructing a society that is sustainable though the relation between the two is not such clear.
- The ‘three pillars’ of this framework are environment, economy, and socio-cultural phenomena.
- The children will be the main initiators of new projects.
- With conversations about excess water usage in the facility, conservation of water became a learning point.
- The staff has to help children through their education processes.
- The project also requires the collaboration of children, parents and teachers.
- The teachers will support the children as researchers by inquiring about the origins of the center water and exploring newspaper and photographs.
- The knowledge obtained by the children is expected to grow into actions.
Note: If you are choosing to carry out Part B and Part C of this assessment task in a local education and care service,
