Professional Documents
Culture Documents
Natural environments
Fact Sheet | June 2014
An interesting and dynamic outdoor play space which includes natural features adds interest and stimulation to the
program provided and creates additional variety for childrens learning and allows children to explore and experience
the natural environment. These spaces invite open ended interactions, spontaneity, risk taking, exploration, discovery
and connection with nature. They foster an appreciation of the natural environment, develop environmental
awareness and provide a platform for ongoing environmental education.
Outdoor spaces should include a range of different natural features such as sand, soil, grass, a variety of different
plantings and trees. It is not enough for children to look at trees and plants in education and care services, they must
be able to actively explore, engage with, and experience different types of natural environments. This means allowing
children to touch and interact with the natural environment in their everyday play. This fact sheet provides some
ideas for setting up and using natural environments in an approved education and care service.
The National Quality Framework requires indoor and outdoor spaces to be designed and organised to engage every
child in quality experiences in both built and natural environments. Creating natural environments supports children
to become environmentally responsible and show respect for the environment. The National Regulations prescribe
that the outdoor space provided at an approved education and care service allow children to explore and experience
the natural environment (regulation 113).
A natural environment in a education and care service is an
environment which includes natural elements.
These may include:
Features that enable children to explore and experience the natural environment
finding ways that children can care for and learn from the land
sharing information and providing access to resources about the environment and the impact of human activities
on environments
looking for examples of interdependence in the environment and discussing the ways the life and health of living
things are interconnected.
developing an awareness of the impact of human activity on environments and the interdependence of living
things.
It is not necessary to redesign the whole outdoor space in order to include natural features. In addition to trees and
other smaller plants and shrubs, pots, tyres and tubs may be used to contain natural materials for play such as
stones, sand, soil etc. Flowers can be grown in small tubs and gardens for the children to grow their own plants can
be created in raised beds which can be constructed or bought commercially.
There are many books on designing outdoor play spaces for children, these will be of help in sourcing ideas. Local
expert consultants may be contacted for help with designs for outdoor play spaces and advice about child friendly
and hardy plants.
My Time, Our Place Framework for School Age Care in Australia confirms environments that support wellbeing and
development are vibrant and flexible spaces that are responsive to the welfare and abilities of each child. These
environments cater for different needs and interests and invite children and families to contribute ideas and
questions. Educators can support engagement by allowing time for meaningful interactions, by providing a range of
opportunities for individual and shared experiences, and by finding opportunities for children to go into and contribute
to their local community.
References
Belonging Being and Becoming, the Early Years Learning Framework for Australia - Available in the ACECQA
Educator and Providers Library on the ACECQA website: www.acecqa.gov.au
Written resources
Elliot, S (editor). 2008. The outdoor playspace naturally: For children birth to five years. Pademelon Press.
Melbourne.
Organisations
Environmental Education in Early Childhood (Vic) Inc (EEEC)
www.eeec.org.au
EEEC aims to promote a holistic approach to environmental education and sustainable practices in early childhood
and the early years of primary school. The approach involves policy development, house keeping practices, play and
learning experiences and strategies for working with children, staff and parents.
Australian Association for Environmental Education (AAEE)
http://www.aaee.org.au/members/special-interest-group-1/
AAEE is Australias peak professional body for Environmental educators. It promotes best practice in and contributes
to skills development among educators across the country. The Early Childhood SIG group coordinates, advocates
and resources early childhood education for sustainability.
Play Australia (formerly Playground and Recreational Association of Victoria)
http://www.playaustralia.org.au/
Play Australia supports and work with many different people and agencies in the community, including local
government, schools, early childhood centres, playground designers and landscapers and playground manufacturers
who have an interest in children and outdoor play experiences.
Further information
The Department of Education and Early Childhood Development is the Regulatory Authority in Victoria.
Phone: 1300 307 415
Email: licensed.childrens.services@edumail.vic.gov.a u
Web: www.education.vic.gov.au/childhood/providers/regulatio n
The factsheet includes two pages of images which include examples of natural environments at education and care
services:
Image of outdoor area with a basket and colourful musical instruments sitting on a rug
Outside play area with raised wooden walkway and sandy play areas on both sides
Image of a sandpit with two flowerpots shaded by a piece of material. There is a water tank and gardens
behind it.
Image of a cluster of plant pots and a tyre, planted with seedlings and toy plastic dinosaurs
Image of sandpit with a natural timber cubby house in the background. The sandpit is covered by a simple
patio roof creating shade for children, and has a number of sticks and small tree branches planted by
children after their play.
Image of a sandpit with five brightly coloured plastic spades standing upright in it. The sandpit is surrounded
by small stones and rocks..
Image of a play area with chickens walking in it. Behind the playspace is a fenced garden.
Image of a play space with swing and climbing frame surrounded by trees and garden, under a shade sail,
with coloured plastic rocks.
Image of garden play area with trees planted and fabric shading part of the area.
Image of area set up for bark painting area with yellow, black and brown paint. There are also examples of
indigenous artwork.
Image of deck area with tricycle and cushions on it. The lawn area adjacent is surrounded by garden, and
has a rug with balls and other play equipment on it surrounded.
Image of chicken coop placed in a garden with used car tyres placed in front of it to mark the edge of the
path.