The Indoor & Outdoor Environment
Introduction
The National Quality Standard defines indoor environments as:
Characterised by open spaces that provide children with opportunities to work on self-chosen and
negotiated activities, both quiet and active learning situations, routines and small-group and wholegroup experiences. These spaces:

support children’s emerging interests and allow them to demonstrate their innate creativity and
curiosity

reflect children’s different cultures, interests, abilities and learning styles

recognise children as active learners and decision makers.
Outdoor environments are characterised by both active and quiet zones that comprise a balance of
fixed and moveable equipment, open space to engage in physical activities, and spaces that promote
investigation and enjoyment of the natural environment. These spaces are dynamic and flexible and:

provide opportunities for unique play and learning

complement and extend the indoor activities and learning experiences

offer children opportunities to be active, messy and noisy, and play on a large scale.
Strategies - How will it be done?
Educators have a responsibility to children to encourage and nurture their interest in the world around
them. By providing children with materials, resources and information, staff can help them to
appreciate and respect the beauty of their natural and built environments.
Educators will provide families with environmentally sustainable hints, web resources, and fact sheets
which promote sustainability on such topics as recycling, saving water and environmentally-friendly
alternatives for cleaning products.
The service will join the NSW Early Childhood Environmental Education Network to network with
other services and keep up to date on practices and ideas for sustainability.
Equipment and resources
Equipment and resources used in the service environment will reflect nature and consider
sustainability wherever possible.
Educators will select natural materials and fibres if possible, when purchasing new equipment and
resources. These include items such as wooden shelving and natural materials. These resources aid
children with the look and feel of nature in their environment.
Natural play materials such as sand and leaves will be available for children at all times. Children will
be encouraged to collect items when exploring the service garden. Educators will encourage families
to collect these resources with their children and bring them into the service.
The educators and children will go on ‘nature walks’ to collect resources to follow the interests and
needs of the children.
Educators will invite children and families to bring in recycled equipment and resources. These may
include kitchen utensils, material, baby clothes, wrapping paper and boxes, etc.
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In the garden
The garden will be an inviting and aesthetically pleasing area. Educators will encourage children to
care for the plants by growing plants from seeds. Educators will discuss the dangers of plants with
children and remind them not to put berries or leaves in their mouths or noses.
Environmental sustainability will be considered in the service by incorporating ideas such as a
vegetable or herb patch, composting and a worm farm. Plants should be drought hardy to promote
water conservation. Fact sheets are available on the following:

Easy worm farming guide - www.environment.nsw.gov.au/households/EasyWormfarm.htm

Easy composting guide - www.environment.nsw.gov.au/households/EasyCompost.htm

The Easy recycling guide - www.environment.nsw.gov.au/households/EasyRecycling.htm
Where possible, gardens will reflect the local natural habitat to encourage native wildlife into the
service environment. A bird feeder will encourage bird life into the outdoor area and the children can
be responsible for maintaining the feed (Where this is considered appropriate for the natural birds in
the local area).
Educators will create an area for nature appreciation. This may be by placing a bench seat or a quiet
activity in the garden vicinity where educators and children can observe the garden and reflect on
nature.
Plants will be selected to minimise the risks to children. In particular the risk of injury or severe
discomfort. No poisonous or dangerous plants will be included in the Service environment. See fact
sheet on Poisonous Plants - www.gtp.com.au/kidsafeqld/inewsfiles/inews.5250.1.pdf
For children’s safety, the Poisons Information Line 13 11 26 will be displayed next to all phones.
Inside the service
Educators will introduce recycling into the play areas. Children will be encouraged to recycle paper
and paper products into designated bins or labelled containers.
Educators will promote water and energy conservation in the indoor environment. Educators will turn
lights off when natural light is substantial. Air conditioning, fans and heaters will be used when
necessary to cool or heat the room. When rooms are not in use, educators are to consider turn off
unnecessary items to reduce energy consumption.
At meal or snack times, educators and staff will encourage children to place food scraps into labelled
containers for composting or to feed worms. During meal preparation, this same procedure will be
followed. The educators will assist children to add the scraps to the composting bin or worm farm.
Educators will introduce indoor plants into rooms. Educators and children will be responsible for the
care of these plants ensuring they have enough sunlight and water. As in the outdoor garden, plants
will be selected to minimise the risks to children.
Where appropriate, educators discuss with children safety issues relating to dangerous products,
plants, vermin and objects.
Educators, children and families will work in collaboration to promote nature and sustainability with in
the service.
Educators will interact with children and the natural environment in all areas of the service. They will
develop children’s knowledge and interest through conversations, questions, collaborative research
and exploration.
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Evaluation
The service environment reflects sustainable practices, ‘Green Cleaning’ and eco-friendly choices.
Educators, children, families and the wider community will learn together and embrace
environmentally friendly practices.
Statutory Legislation & Considerations

Guide to the National Quality Standard (3) ACEQUA (2011)

Education and Care Services National Regulations 2011

NSW Department of Health
Sources

NSW Department of Environment and Climate Change – www.environment.nsw.gov.au

Department of Community Services - www.community.nsw.gov.au

Kidsafe NSW Inc – www.kidsafensw.org.au

Department of the Environment, Water, Heritage and the Arts – www.environment.gov.au

Early Childhood Australia – www.earlychildhoodaustralia.org.au

Early Childhood Environmental Education Network – www.eceen.org.au
Links to National Quality Standard/s: Quality Area 1, 3
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