Quality Area 3 - Physical environment

I designed the indoor spaces to ensure that all children have access to resources and create a welcoming environment. The centre was closed with a responsible person, and I inspected all spaces to ensure that they had been cleaned, that learning resources had been set up for the next day, and that a safety checklist had been conducted. I arrange furniture and resources in each room that are safe and age-appropriate, as well as identify and remove any potential hazards. To minimise accidents and support children's learning, I encouraged educators to remove broken resources from the centre as soon as possible. I advised them to keep the windows open to ensure adequate ventilation and fresh air. During the sleep times, I advised educators to keep the blinds three-quarters open for appropriate natural lights. There are shaded areas where children can play independently and be protected from the sun outdoors. This practice is highly influenced by Maslow's hierarchy of needs, which suggests that children should be protected and provided with a safe learning environment to help them learn and grow  (Mcleod, 2023).

Evidence: Indoor and outdoor learning spaces cleaned at the end of the day. 

The indoor and outdoor learning spaces are cleaned after every use. For example, after mealtimes, I cleaned the tables and chairs using appropriate cloths and chemicals. I also remind educators to restock supplies such as nappies, gloves, paper towels, and cleaning chemicals while the children are asleep. Upon the end of educators' shifts, I ensure that cleaning duties are evenly distributed, including cleaning the preschool room, outside, windows, bathrooms, and changing bins. Maslow's hierarchy of needs focuses on meeting children's needs by maintaining and cleaning their play spaces, which ensures that they learn in a safe environment (McLeod, 2022).

To promote cultural competence, I have added flags of different countries where children, families, and educators are from, as well as words to say hello in various languages on the walls. For example, "Namaste" in Nepali, "Hello" in English, "Ni hao" in Chinese, "Kon'nichiwa" in Japanese, "Annyeonghaseyo" in Korean, and so on. I encouraged educators to view all children as competent and capable learners and provide learning environments that are inclusive to promote participation in learning. Providing them with a sense of belonging and safety influences Maslow's hierarchy of safety and belongingness. The theory of multiple intelligences by Howard Gardner also nurtures cognitive abilities such as linguistic, interpersonal, and visual-spatial intelligence (Nolan & Raban, 2015).

As NAIDOC Week approached, I realized we needed more Aboriginal resources. I worked with my educators on their plan for NAIDOC week and made a list of resources we needed. During NAIDOC Week, I communicated with my manager about the resources and worked collaboratively to order some Aboriginal books and resources (NAIDOC, 2023).  Furthermore, I suggested educators use Aboriginal prints to enhance the learning environment by incorporating them into puzzles and teaching children about their significance. The inclusion of natural materials in play spaces can enhance curiosity, confidence, and sensory development (Kearns, 2021º.

Evidence: Purchased Aboriginal resources in consultation with the Manager.

I ensured my educators to plan a curriculum for children that fosters children's capacity to understand and provide respect towards the natural environment (Arthur et al., 2018). I encouraged educators to help children learn to respect and protect the environment through implementing experiences like planting the seeds, watering the plants, using natural materials in experiences and reusing papers. I urged my educators to prioritise sustainability and actively engage children in environmental care, considering ways to contribute to a sustainable future. It is influenced by Piaget's theory, where children's cognitive knowledge is developed through hands-on learning experiences and environmental interaction (Beloglovsky & Daly, 2015).

Note: Please click on the pdf below.

Evidence: Children watering the veggie garden in an outdoor area.

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