In Quality Area 3: Physical Environment, early learning services are tasked with providing a physical space that is not only safe and secure but also stimulating and enriching for children’s development and learning. This area emphasises the importance of creating environments that support children’s exploration, learning, and overall well-being
What are we trying to achieve?
Our goal is to ensure that our centre reflects meaningful environments that incorporate the children's voice and enhances their sense of belonging
What are we doing?
Educating educators on intentionality, and ensuring this spreads to intentional and meaningful environments
Engaging in critical reflections regarding our indoor and outdoor environments
Ensuring children's voices are reflected in the environment
Ensure environment to children's sense of belonging
3.1.1 - Fit for purpose: Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.
Our outdoor environments provide adequate amounts of space and shade. They provide opportunities for our children to be active, messy, loud and engage in play. Within these environments we have, bike tracks, fort, sand pits etc. Our outdoor environments include areas that allow children the space to run, create and explore learning opportunities within this area.
Our indoor environments reflects on children’s interest, abilities and learning style where children explore, be curious and be active learners.
Both indoor and outdoor environments are designed to be flexible, and interchangeable with resources that promote children’s agency and choice. Both environments invite open-ended interactions, spontaneity, risk taking, discovery and connection with the environment. All environments are welcoming to families and visitors.
Our centre’s layout allows for children participating in both indoor or outdoor learning to be able to access the bathrooms when and if needed. These areas remain open and are supervised to support a comfortable transition.
Evidence: Environment layouts, Resources, Environment makeovers, Curriculum documents, Supervision plans
Programs
3.1.2 - Upkeep: Premises, furniture and equipment are safe, clean and well maintained.
Educators complete daily checklists to ensure all areas are clean, safe and in good working order. Educators report any hazards to management, who then arranges for necessary action to be taken to make area safe. WHS checklists are also conducted throughout the year.
The centre has monthly maintenance visits, weekly cleaners and fortnightly gardener visit to ensure that the premises is always safe and clean.
Centre has risk assessments visible throughout the centre.
Evidence: Maintenance logs, Cleaning checks, Open/close checklists, Safety checklists/audit, Risk assessments
3.2.1- Inclusive Environments: Outdoor and indoor spaces are organized and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments.
Our indoor environments are flat and on one level. All activities and learning experiences are designed to be inclusive to all children.
Our outdoor environment in flat and strategies are in place to make all learning experiences inclusive.
Routine activities and equipment in our spaces are designed to encourage positive interactions and promote learning opportunities that are challenging.
Storage and shelving areas are safe for children to access equipment and resources suited to their age and abilities. We provide sufficient materials. Resources and equipment for all children.
Our indoor and outdoor spaces reflect the diverse cultures of our community.
A range of natural features are available to children, including plants, trees, sand, rocks, mud, and water, where children can explore the relationship with living things.
Evidence: Educational Program, Layouts, Resources, Environment , Sandpit, Areas such as dramatic play, construction, music, exploration, Philosophy
3.2.2 Resources, support play based learning: Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play based learning.
We have a variety of indoor and outdoor resources that are age appropriate, sufficient in quantity and our experiences are inclusive to all with our goal to also provide stimulation and enhance children curiosity.
Evidence: Program, Resources
3.2.3 - Environmentally Responsible: The service cares for the environment and supports children to become environmentally responsible.
We have a variety of programs to assist and support children appreciation and care for natural and constructive environments.
Our environments are natural, environmentally friendly, safe and focus on sustainability and exploration where children can engage with insects, reptiles, animals, garden and their natural world.
Evidence: Little Master Chef program, Environments, Policies, Program and photos
Practice is embedded in service operations
Responsive Design (3.1.1 & 3.2.2) - The environment is continuously adapted to reflect children’s interests and developmental stages. Educators observe children’s interactions with the environment and adjust materials, layout, and available resources to support emerging interests, such as introducing new play materials or adjusting learning spaces based on observed needs.
Inviting and Engaging Spaces (3.1.1 & 3.2.2) - Learning spaces are designed to be inviting and stimulating, with a rich variety of materials and resources that encourage children to explore, experiment, and solve problems. These materials are not only developmentally appropriate but also open-ended, promoting creative thinking and imaginative play.
Sustainable Practices Embedded in Daily Routines (3.2.3) - The service actively reduces its environmental footprint by incorporating sustainable practices such as waste reduction, recycling, and the use of eco-friendly materials. Children are involved in these practices, learning about conservation, energy efficiency, and waste management as part of their daily routines. For instance, children might participate in gardening projects, composting food waste, or engaging in discussions about the importance of protecting the environment.
Environmental Education (3.2.3) - The physical space itself reflects an understanding of and respect for the environment. This might include natural elements like plants, outdoor learning areas, and the use of natural materials in indoor spaces. Educators use these opportunities to foster children’s awareness of the natural world, often incorporating learning about local ecosystems and sustainability into curriculum planning.
Universal Design for Learning (3.2.1) - The environment supports a wide range of physical, sensory, and cognitive needs. This might involve creating flexible learning spaces that can accommodate children with disabilities, such as low tables for children in wheelchairs, sensory-friendly spaces for children with sensory processing needs, and clear signage for children with learning differences.
Culturally and Linguistically Inclusive (3.2.1) - The physical environment reflects and celebrates the cultural diversity of the children and families the service supports. Materials, displays, and resources are inclusive of different cultures, languages, and family structures, ensuring that every child feels represented, valued, and connected to the space.
Blended Learning Spaces (3.1.1) - The service creates a physical environment that seamlessly integrates indoor and outdoor spaces, allowing for flexible movement between the two. This approach promotes holistic learning experiences, where children can explore nature, engage in physical activity, and connect with the natural world as part of their learning journey.
Rich Outdoor Learning Areas (3.1.1) - Outdoor spaces are considered an extension of the indoor environment, carefully designed to support children’s physical, social, and cognitive development. These spaces might include areas for gross motor play, quiet areas for reflection, or nature-inspired learning zones where children can interact with plants, animals, or natural materials.
Nurturing Emotional Spaces (3.2.1) - The environment includes designated spaces where children can retreat to when feeling overwhelmed or in need of a break, such as calming sensory areas or quiet spaces with soft lighting and comforting materials. These areas support children in managing their emotions and help them develop self-regulation skills.
Encouraging Social Interaction (3.2.1) - Social spaces are intentionally designed to support peer interactions and group activities. For example, play areas are organized to encourage cooperative play, turn-taking, and collaborative problem-solving. Furniture and resources are arranged to facilitate group work, while also offering opportunities for individual play.
Maintaining Furniture and Resources (3.1.2) - Educators ensure that all spaces, furniture, and resources are kept clean, safe, and in good condition. This includes regularly checking for any signs of wear or damage and promptly repairing or replacing items as needed. Furniture is arranged to promote safety, accessibility, and comfort for children, with particular attention to ensuring it suits their age and developmental needs. Educators also maintain cleanliness by regularly cleaning play materials, toys, and surfaces, ensuring that the environment remains inviting and hygienic. This careful maintenance supports a safe, functional, and stimulating space for children to learn and play.
Practice is informed by critical reflection
Ongoing Evaluation and Feedback (3.2.2) - The environment is regularly reviewed through reflective practices, seeking feedback from children, families, and staff. Children’s input is valued, with their feedback used to improve and adapt the physical environment to better support their learning and development. For example, children might express interest in certain activities or materials, and the space is adjusted to reflect these evolving interests.
Proactive Planning for Change (3.2.2) - This service anticipates and plans for future changes in children’s needs, seasonal variations, or curriculum themes. For example, if a group of children shows an interest in nature, the physical space might be enhanced with a sensory garden or outdoor learning area. Staff members regularly update and modify spaces to align with current learning objectives, ensuring that the environment remains dynamic and responsive.
Sustainability (3.2.3) - Our centre is committed to sustainability and continuously reflects on how we can make our service more eco-friendly. We actively implement changes that reduce our environmental footprint, such as waste reduction and energy-saving initiatives. A key part of this is our "Care for Country" classes, where children learn about the importance of environmental stewardship. Through these classes, children explore topics like caring for the land, sustainability practices, and the impact of human activities on nature.
Outdoor environments (3.1.1) - The Lead educators collaborated with the Educational Leader and Management to reflect on the design of the outdoor environment, discussing how they wanted it to support children’s learning and development. They carefully considered the types of play experiences they wanted to encourage, such as imaginative, sensory, and physical activities, ensuring the space fostered creativity and exploration.
Practice is shaped by meaningful engagement with families and/or community
Local and Cultural Contextualisation (3.2.1) - The environment reflects the local community’s cultural, historical, and ecological context. For example, it may feature local artwork, artifacts, or cultural symbols that children can relate to and feel connected with. The service might also invite members of the local community to contribute to the environment, such as through collaborative art projects or gardening initiatives.
Community Engagement (3.2.1) - The physical space supports community involvement and partnerships. This includes the family hub - a space where parents are encouraged to meet and network with each other. Educators also use this space to connect with families and the community. These interactions not only enrich the learning environment but also strengthen the connection between the service and the wider community.
Outdoor environments (3.1.1) - Families were invited to provide feedback on our outdoor environments to ensure they meet the needs and interests of the children (see Meaningful Environments). The Educational Leader held meetings with families to discuss various resource options, gathering input on materials and ideas to enhance the outdoor learning spaces.