1. SECTION 2 – Potential aspects for
change in education and care services
CHCECE012
SUPPORT CHILDREN TO
CONNECT TO THEIR WORLD
WEEK 2 11/4/2014
Learners guide Version 1

2. RECAP WEEK 1
 Aspects of sustainability – environmental, social and economic.
 The impact of key global issues
- Climate Change -
Greenhouse effect – carbon dioxide, methane, nitrous oxxide,
chlorinated fluorcarbons, ozone and the ozone layer
 Ecological footprint
 Earth resources
- Energy -
Renewable energy -
Water -
Food -
Food waste
 Chemicals
 Biodiversity
 Sustainable resources

3. SUSTAINABLE BUILDING
DESIGN
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4. SUSTAINABLE BUILDING
DESIGN
The student project was completed through a design/build
course at the university as part of the Bower Studio, a
program that works with indigenous communities to
build the infrastructure. Over their fall semester, the
students researched and interviewed the community to
discuss their needs and wants. The small community of
Wakuthuni, who are members of the GAC, asked to
have the early childhood center because they wanted
their young children (infants to age 5) to have the right
start to their education.
Results of their research led the student team to design an
open-air center using four shipping containers.

5. SUSTAINABLE BUILDING
DESIGN
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University of Melbourne - Gallery Page 5 – Inhabitat - Sustainable Design Innovation,
Eco Architecture, Green Building

6. SUSTAINABLE BUILDING
DESIGN
How can we make a building more
eco friendly?

7. SUSTAINABLE BUILDING
DESIGN
 The following are suggestions for sustainable building
designs -
 Insulation helps to save on energy costs keeping the
building cooler in Summer and warmer in Winter. 40% of
heat is transferred through the roof and 25% through the
walls.
 Window protection from heat, cold and noise use curtains
or shutters to kep warmth in and heat out.
 Utilise natural light well positioned and high quality sky
lights improve energy performance.

8. SUSTAINABLE BUILDING
DESIGN
 Avoid synthetic fabrics and furniture choose recycled
solid timber products (plantation timber only) and products
made from ntural materials like cotton and wool.
 Select non-toxic and or plant based paints and finishes
paints and finishes release volatile organic compuonds
(VOCS) inot the air. New low VOC paints can be
purchased. Thses paints are less farmful to humans and the
environment.
 Avoid using glues and other toxic adhesives
 Source carpets and floor coverings made from natural
fibres and utilise rugs – cork, bamboo and recycled
carpets.

9. SUSTAINABLE BUILDING
DESIGN
 Use recycled timber or planatation certified timber where
ever possible.
 Seek out alternatives to wood – recylced steel frames,
bamboo and plant based plastics.
 Adjustable shading allows the user to choose the desired
level of shade.
 Northern elevations i.e shadecloth/adjustable
awnings/horizontal louvre systems
 Plants/trees for shading

10. SUSTAINABLE BUILDING
DESIGN
ACTIVITY 1
 Consider your own place of work or home.
 How could you encourage others to be involved
in improving the buiding design and structural
aspects to make them more sustainable?

11. SUSTAINABLE BUILDING
DESIGN
 The Point Preschool

12. SUSTAINABLE WASTE
MANAGEMENT PRACTICES
HANDOUT 1
ACTIVITY 2 A
Working individually think of some of the ways
you can reduce waste at the centre you work or
volunteer in.
Or, even at home.

13. SUSTAINABLE WASTE
MANAGEMENT PRACTICES
Start now!
 Try to avoid or reduce the amount of waste that you
generate initially i.e. do we really need this?
 Buy quality that will last longer.
 Fix broken items instead of throwing them away.
 Use cotton towels instead of paper ones. Many services
ask children to bring in their own hand towel – which they
take home to wash at the end of their week.
 Encourage no or low waste lunches (nude food).
 Set up a worm farm and/or compost heap.

14. SUSTAINABLE WASTE
MANAGEMENT PRACTICES
Start now!
 Ban plastic bags at home.
 Encourage unwanted packaging (that is safe) for the
children to play with at the service.
 Visit second hand stores and keep an eye out for things
that could be reused at the service.
 Do your research and have discussions about the
disposable nappy debate.
 Encourage children AND adults to use both sides of the
paper.

15. SUSTAINABLE WATER
MANAGEMENT PRACTICES
ACTIVITY 2 B
Working individually think of some of the ways
you can reduce water at the centre you work in
or volunteer at.
Or, even at home.

16. SUSTAINABLE WATER
MANAGEMENT PRACTICES
 If you mulch the ground regularly, you can reduce the
amount of evaporation by around 70%.
 Fix any taps or toilets immediately.
 Install dual flush toilets in the bathrooms.
 Install a rain tank to use on the garden - many services
have a separate tank near the sandpit - just for the children's
play.
 Try and use grey water form the washing machine, laundry
tub and hand basins – for watering the plants.

17. SUSTAINABLE WATER
MANAGEMENT PRACTICES
 Plant natives in the garden as they require much less water
than most introduced species.
 Avoid using the dryer and hang washing out to dry.
 Research and install water saving devices on all tap
fittings.
 Choose a dishwasher with the highest star rating.
 Wash fruit and vegetables in a half-filled sink instead of
running water.
 Rinse you dishes in a sink with a plug – rather than under
running water.
 Use timers for watering systems.

18. SUSTAINABLE ENERGY
MANAGEMENT PRACTICES
ACTIVITY 2 C
Working individually think of some of the ways
you can reduce energy at the centre you work in
or volunteer at.
Or, even at home.

19. SUSTAINABLE ENERGY
MANAGEMENT PRACTICES
 Install energy efficient light globes.
 Make sure you are using the lowest possible wattage to suit
that particular area.
 Maximise natural light.
 Look at how to utilise structures to maximise shade.
 Use timers or sensors to control outdoor lighting.
 Encourage staff and children to dress appropriately for the
weather.
 Try to keep doors closed to unused areas when running
heating or cooling devises.

20. SUSTAINABLE ENERGY
MANAGEMENT PRACTICES
 Set thermostat temperatures to reasonable levels.
 Turn off lights when not in use.
 Turn off appliances at the wall when not in use.
 Utilise cross ventilation.
 Use 'door snakes' or weather strips to prevent drafts.
 Look into installing solar power an/or green poser.
 Insulate the building.
 Monitor and regularly check the fridge temperature
(why?).

21. SAFER CLEANING PRACTICES
ACTIVITY 3
Working in groups of 2 and 3, students are to use
their iPADS to investigate ONE of each of the
following areas …...
1. Contaminated land 2. Building materials 3. Maintenance
and renovations 4. Pest management 5. Cleaning products
6. Art and stationary materials 7. Science materials 8.
Personal care products 9. Food and water
Sources of common hazardous chemicals found
in schools and education and care centres

22. SAFER CLEANING PRACTICES
Sources of common hazardous chemicals found in
in schools and education and care centres
Contaminated land Some schools and education
and care centres may bhave been built
unknowingly on contaminated land. Previous
sites in old industrial areas can include petrol
stations, gas works and factories. These could
still be a risk to children. Centre on manin roads
also pose a risk from pterol by product
inhalation I,.e lead/benzene and particulates.

23. SAFER CLEANING PRACTICES
Building materials Many building and interior
fit-outs emit toxic vapours (known as volatile
organic compounds – VOC's) throuhg the
process of out-gassing. EG insulation materials,
plastics, carpet, vinyl, sealants, treated timber
etc Traeted timeber such as CCA are know
considered unsafe to children.

24. SAFER CLEANING PRACTICES
Maintenance and renovations can introduce
hazardous and volatile chemicals into the indoor
air from sources such as paints, varnishes, stains
treated timber. Lead contamination is also a
concern, as is asbestos IF it is interferred with.

25. SAFER CLEANING PRACTICES
Pest management – Although important, a lack
of understanding about pesticides has led to the
excessive use of highly hazardous and residual
chemicals in schools and childcare centres.

26. SAFER CLEANING PRACTICES
Cleaning products These are a source of
potentially hazardous chemicals including
antimicrobials, solvents, fragrence,surfactants
etc. Cleaned surfaces can retain hazardous
residues and volatile ingredients are released
into the air contributing to indoor air pollution.
Refer article – How toxic are your household cleaning products Organic
Consumer Association

27. SAFER CLEANING PRACTICES
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28. SAFER CLEANING PRACTICES
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29. SAFER CLEANING PRACTICES
Art and stationary materials these amterials are
used to create wonderful works of art, but some
pose a risk because they contain chemical which
can be hazardous to children. Glues, felt tip
pens, stains, dyes, resins etc are examples of
peroducts that need to be checked for non-
toxicitybefore having them in a service.

30. SAFER CLEANING PRACTICES
Personal care products
Increasingly, more and more children have
sensitivity to synthetic fragrances and siolvents
found in a range of personal care products such
as sops, shampoos, perfumes, deodorants, hair
spray, clothes detergents etc Consideration
needs to be given also to certain sunscreens and
insect repellants that may contain chemicals too
harsh for young skin. Refer Article Kids Health - Deet

31. SAFER CLEANING PRACTICES
Food and Water
What chemical are in the food and water that the
children are ingesting? Alot of food has been
grown using pesticides, antibiotics and
fertilisers. Processed foods may contain
artificail sweeteners, preservatives and colours,.
There is now also genetically engineered food
as well.

32. SAFER CLEANING PRACTICES
Green cleaning
This term is becoming more and more popular as
people actively seek products that provide more
natural ingredients that do not have an impact
on their housholds health and wellbeing.

33. SAFER CLEANING PRACTICES
Chemicals of concern
HANDOUT 2 The Fresh Green Clean Discinfectant Chart
Pp 73/74

34. MSDS
An MSD is a document that must be provided by the
company where you purchase the product. It contains
important information about the chemical and physical
properties of a material and provides advice on its safe
storage, handling and use.
It includes details of health and physiochemical
hazards, exposure controls, personal protective
equipment, sfae handling and storage
instructions, emergency procedures and disposal
advice.
All staff should understand and know about the
impotance of MSD's.

35. MSDS
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36. The basics of effective cleaning – what do you need?
 Use colour coded cloths to prevent cross infection.
 Most services use paper towels when cleaning toilets
and nappy changing tables for hygiene reasons.
 Use spray or pour bottles Ensure they are labelled with
the contents.
 Detergent Use non-toxic plant based – look at the label
and MSDS to help you choose.
 Warm water
 Bicarb of soda A very effective cleaning product that is
non-toxic
SAFER CLEANING PRACTICES

37. SAFER CLEANING PRACTICES
 Ensure all your cleaning materials are clean and dry
 Dilute detergent according to instructions in apour r spray
bottle. A fresh bottle needs to be made up for each cleaning
session.
 Remove all visible signs of dirt first.
 Then apply warm soapy water solution to entire surface.
 If particularly dirty, or for stubborn stains, allow the warm
sopay water to soak awhile OR sprinkle some Bicarb of
soda to assit
 Throughoughly dry with a clean cloth – this is important as
bacteria do not have any moisture to start florishing again.
 Wash all cloths and bottles after each clean. Hang cloths
The process

38. The Point Preschool
Read (p 77) Case Study
+
Read sections of...
Stories from the heart
Connecting children and families with our Earth
A research in series practice title
Catherine Lee ECA Canberra 2012

39. INDOOR AIR QUALITY AND
VOCs
In the 1980's a study by NASA found that several
common and easy to grow indoor plants actually
helped to purify the air of contaminants including
VCO's (Volatile Organic Compounds).
In the study 3 main chemicals were tested:
Formaldehyde, Benzene, and Trichloroethylene.
Formaldehyde is in many building materials including
particle board and foam insulations. Additionally,
many cleaning products contain this chemical. Benzene
is a common solvent found in oil and paints.
Trichloroethylene is used in paints, adhesives, inks and
varnishes.

40. SAFER PERSONAL CARE AND
COSMETIC PRODUCTS
Many personal care products and cosmetic
products such as shampoo, soaps and
moisturisers contain a number of chemicals that
may be harmful.
“Over a year a woman may absorb up to 2kg of
chemicals from the toiletries and cosmetics she
uses.” Australian Conservation Foundation (2007)

41. THE NATURAL ENVIRONMENT
IN OUTDOOR SPACES
 In countries around the world communities are
realising the value of children's engagement with
nature. They cannot become the stewards of the earth
unless they have had the opportunity to experience its
joys, its recuperative powers for the soul and its
responsibilities.
 Let us take a look at a small video that shows children
becoming engaged in a worm farm at their service – what
specific area within which learning outcome in the EYLF
does it particularly relate to?
 Worms are fun! Connecting with practice video ECA PLP

42. NATURAL PLAY SPACES
Close your eyes and think....
WHEN YOU GO BACK TO YOUR
CHILDHOOD – WHERE WAS YOUR
FAVOURITE OUTSIDE PLACE TO PLAY?

43. NATURAL PLAY SPACES
ACTIVITY 4
Natural playscapes can accommodate activities
such as:
Let us list all the activities we can think of on one
side of the whiteboard..... (Learner Guide p84).
Let us list all the different surfacing on the other
side...(Learner Guide p86/87).

44. THE NATURAL ENVIRONMENT
IN OUTDOOR SPACES
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45. THE NATURAL ENVIRONMENT
IN OUTDOOR SPACES
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46. THE NATURAL ENVIRONMENT
IN OUTDOOR SPACES
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47. SURFACING IN OUTDOOR
SPACES
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48. SURFACING IN OUTDOOR
SPACES
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49. SURFACING IN OUTDOOR
SPACES
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50. SURFACING IN
OUTDOOR
SPACES
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51. SURFACING IN OUTDOOR PLAY
SPACES
 All playground eguipment with a height fall of over 50
cm MUST have impact absorbing material underneath
it
 Loose fill includes wood chips, bark mulch, wood
fibre, rubber mulch and sand. The depth should be 25
cm. Kidsafe NSW Advisory Unit suggests this should
be 30 cm. AS/NZ 4486.1 suggests materials should be
raked and redistributed weekly.
 Sand is a popular surfacing – however it must comply
with the Australian Standard.

52. FOOD AND PRODUCE
 What do we mean by the term “edible landscapes?”
 Growing vergetable, herbs, and fruit trees, preparing
and cooking food, processing food wastes and role
playing for shopping, can help young childreb bettter
understand how to care for the environment and
themselves.
 Companion planting, no-dig gardening, permaculture
and water efficient garden designs are all products of
sustainable practices that children can be very much a
part of.

53. BIODIVERSITY
In Week 1 we discussed biodiversity.
Biodiversity is the variety of life:the different plants,
animals and micro-organisms, their genes and the
ecosystems of which they are a part. Australia is one of the
diverse countries on the planet.....
Childrens centres can support biodiversity – such as
choosing plants that support local wildlife, garden design
and practices and looking at our consumption patterns and
everyday actions that may impact on the biodiversity
around us. It is up to the educators to encourage and 'live'
these practices everyday by teaching children how to
interact with animals, plants and the world of nature!

54. BIODIVERSITY
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