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CHC50113 Childhood Education Assessment Answer

Training & Assessment Booklet- Common Program

Diploma of Early Childhood Education and Care CHC50113 

Assessment Program for Cluster 5 Curriculum

This cluster looks at the design, implementation and evaluation of curriculum. It includes a minimum of 240 hours of work in at least one regulated education and care service. The assessment tasks reflect this workload so be aware of the detail that is expected.

Students will need to show an understanding and demonstrate the knowledge and skills required to design and implement curriculum which fosters learning and development. They will also support and encourage children’s connection with their environment and embed sustainable practice into service operations.

Skills must be demonstrated in a regulated education and care setting. Students must demonstrate use of the National Quality Framework for Early Childhood Education and Care and Belonging, Being and Becoming: The Early Years Learning Framework for Australia.

Knowledge and skills include- 

  • Age/stage appropriate knowledge 
  • Develop appropriate settings and environments
  • Design and implement curriculum in consultation with others
  • Design learning experiences to foster children’s learning and development
  • Monitor children’s development skills
  • Providing opportunities to challenge children’s skills & abilities
  • Promoting a sense of community in the service
  • Set up indoor/outdoor environments that foster developmental skills
  • Support children develop an understanding and respect for the natural environment
  • Support others in implementing sustainable practices
  • Allow time for children’s extension over days and weeks
  • Use of natural resources
  • Develop a sustainability plan
  • Intentional teaching
  • Follow up activities building on interests
  • Encouragement for child participation
  • Assess and evaluate planned and unplanned teaching and learning


Students should carefully read each question and provide detailed answers

The questions have been carefully chosen to encourage you to provide answers which demonstrate a sound knowledge and understanding of the underpinning/ essential knowledge required in each competency. Include as much relevant information as possible to ensure you are showing sufficient knowledge and understanding.

You can discuss with your trainer completing some or all parts of this cluster program through oral assessments. Your trainer will advise you if this is possible and provide you with further instructions/information.

Before you begin ensure you read Recognition First’s “Requirements for Written Assessments”. Failure to meet the requirements may mean your work will be returned to you and/or not assessed. Write/type your responses on your own paper. Spaces have not been provided in this booklet for your answers.  

YOU MUST submit photos and documented work samples as supporting evidence in this Cluster.

Photos need to be clear and work samples should be documents / procedures you have completed. Blank forms are rarely valuable. DO NOT send policies these are not your work and we would rather you tell us what you do rather than point to a policy of what you should be doing.

Include photos and samples with your answers. Remember this is your opportunity to provide as much evidence as you can to prove what you know and understand.

Part One Assessment – Provide responses for the following questions and tasks.

Make sure you respond to each question and include as much relevant information as possible to ensure you are showing sufficient knowledge and understanding. It is important to send workplace photos and documented samples particularly for activities, environments and routines you discuss.

Curriculum (early childhood) – in the early childhood service, curriculum means all the interactions, experiences, activities, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development.’ ( EYLF)

The Planning Cycle from the Early Years Learning Framework requires us to complete all parts of the cycle. Your assessment requires that you demonstrate each section of the cycle in a meaningful way in relation to your Service and the children YOU care for and educate.

If you successfully completed CHCECE017 Foster the holistic development and wellbeing of the child in early childhood in Cluster 4 with the Australian Early Childhood College (AECC) you have completed a large amount of work that also relates to this Cluster. This work will be recognised in determining the sufficiency of your evidence here and will support your successful completion of CHCECE024 Design and implement the curriculum to foster children’s learning and development. children’s learning and development

If you successfully completed CHCECE017 Foster the holistic development and wellbeing of the child in early childhood with another RTO, you must contact your AECC Trainer to discuss the extra evidence you will need to submit.

To successfully complete this Cluster, you will need to submit detailed evidence relating to each of the of the following tasks, The first four (4) sections relate to the Early Years Planning Cycle.

Section 1 Background to your curriculum

  1. Attach A copy of your personal philosophy- I am interested in what pedagogical theory you relate to.
  2. Attach A copy of the Service’s philosophy – once again I am particularly interested in what pedagogical theory your Service aims towards
  3. Following consultation with children and families outline what they think of the current learning environments available in your room and what they identified as current strengths and needs.
  4. Identify the individual and group strengths, interests and goals of the children you are planning for. 

In creating a curriculum, you will be planning/focussing on a group of children within your room or all children in your room. It is important that you collect information about every child you are planning for. Complete the following information for every child that you are planning for. You may like to use the simple table on the next page, or you can present the information in a way meaningful to your service.

Name of child
First name only
Age
Year and month for eg. 3.5
Child’s strengths 
Key strength only relevant to this plan - do not try to list all of a child’s strengths
Child’s interests
Goal – outcome
Write code instead of outcome title if you like

5. Describe the context of your group of children, tell us a bit about the families and the community your Service / Room supports. This is where you can talk about the strengths, interests and goals of the group. Understanding your “community” will help here.

Section 2 Designing the Curriculum -Plan

6. Describe the learning environment that you will use:

a. Describe the environment, here talk about the whole room in relation to the Service, for example do meals happen in the room, are toilets attached are there sleep rooms attached, or where do children sleep or rest, atmosphere – access to natural light, heating/cooling, 

b. Play areas - Submit a floor plan/map of both the indoor and outdoor areas, label each area/ activity within each plan/map.

c. Submit photos of the areas.

d. Describe each area and how the children will use the area/activity.

7. Outline the routine of your day and describe key learning goals for each routine.

8. What practices are you implementing? (These are the practices from the EYLF – you need to determine how you will implement the curriculum – what practices are you planning to include).

9. The curriculum – where is this displayed, how is it made available to families and staff.

10. Attach A copy of a Curriculum Plan for at least 2 weeks that you have planned alone or had significant input into. You must be able to demonstrate that this includes your work – your workplace supervisor can confirm this. The curriculum must reflect the philosophy of the Service and enhance the environmental sustainability in the Service

Section 3 Act / Do – Implementing the curriculum

11. Describe how you plan to monitor and assess children’s learning, ensuring that both planned and unplanned experiences are considered for assessment.

12. The curriculum needs to have been implemented over at least a two-week period. Collect photos and assessments of what happened.

13. Submit the daily diaries (or records you keep for each day/week) of the curriculum you have implemented.

14. Submit at least ten (10) learning stories, at least one for each day the curriculum is implemented.

15. Describe how you will gather feedback from families and children about the curriculum you have offered

Section 4 Reflect / Review

16. Assess and evaluate the teaching and learning. Submit a small number of critical self-reflections - they must show you have reflected on your own practice, the curriculum, the environment and an activity you directed Sustainability The final parts of the assessment look at how Services implement  Sustainability – Services take an active role in caring for their environment and contribute to a sustainable future. (Standard 3.2.3 NQF)

17. Sustainable practices are implemented daily in every Service and are embedded into many of our routines:

a. List the ways you currently support children to develop an understanding and care for the natural environment, don’t forget simple routines you implement as well as equipment, spaces and environments.

b. Describe how these practices and activities, help children build awareness of global issues around the problems of the environment and how sustainable practices can help.

18. Look carefully at the things you described in the last question and analyse them to determine if they are effective or not – complete the following chart (you must list at least 4 practices your Service implements).

Sustainable practice
Good things about this practice 
Things that don’t work with this practice
For example – sorting rubbish in separate bins in the Rooms
Children can practically help support the environment
Educators do not supervise and rubbish gets mixed up.

19. Choose one of the “things that don’t work” from your list above and describe how this could be changed and improved – detail the strategies you will implement to improve the practice. (This is a very important part of this cluster so be very detailed in your evidence).

20. How do you encourage children and other educators to implement sustainable practices?

21. How do you link to the local community when implementing sustainable practices? (new) Why is this important?

22. How are sustainable practices embedded in your policies and procedures– for the following areas describe how each practice has a sustainable focus.

a. Cleaning the service

b. Resourcing play and activities

c. Children’s sleep routines

d. Mealtime routines

e. Creating environments within the Service

23. Review the service philosophy, policies and procedures in relation to sustainability, then answer the following questions


a. Describe how the policies and procedures from your Service are linked to the National Quality Standards and the EYLF.

b. Identify and list any areas of potential changes you could suggest to better embed sustainability in the service philosophy, policies and procedures.

c. Who would be involved in the discussion and process if you were to make changes to either the Service philosophy, policies, procedures?

d. How would final agreement on any changes be made who would have to make final approval?

Part Two Assessment Performance Evidence

Performance evidence required:
Student must demonstrate how they;
Student to describe an example of when they demonstrated the performance and attach a photo or a work sample (e.g. completed checklist) where appropriate.
Supervisor confirmation 
Record date observed  
Assess and modify the learning environment and materials to ensure that families and the community are respected

1. Evaluate a learning environment and materials which support children’s learning

Include a photo here and describe what needs to be changed and why



2. Modify learning environments in response to children’s interests, strengths and/or needs

Submit photos of what you changed and describe what happened when you implemented the change.



3. Promote opportunities for sustained shared thinking and collaborative learning.




4. Design learning experiences to foster holistic learning. 


Provide at least 2 examples

Example 1


Example 2

5. Design learning experiences that provide continuity of learning and transitions




6. Ensure that required materials are identified and available to children when an experience is implemented.

E.g. – children will be painting, and all equipment is ready including a place to put completed paintings, paper, paint, brushes etc.


 

7. Implement the curriculum from Part 1 -The curriculum needs to have been implemented over at least a two-week period. 

Workplace supervisor to confirmRecord dates you implemented the curriculum



Sustainable practices
Support children and others to develop an understanding and respect for the natural environment, including;

8. Provide children with a wide range of natural and recycled materials both indoor and outdoor

Describe 3 things you do to encourage children to connect with their environment.

Example 1.




Example 3

9. Create opportunities to discuss with children the natural environment 





10. Role-model respect, care and appreciation for the natural and constructed environments





11. Create spaces that promote the development of skills, such as growing and preparing food, waste reduction and recycling



11.Encourage children to exchange thoughts and ideas about sustainable practice 

Provide children with information & access to resources about the environment, this is best covered with an intentional teaching activity – group time.



12. Explore ethical dilemmas of waste disposal




13. Facilitate discussion and support others in implementing sustainable practice.

Others include other staff and/or families, provide at least 2 examples

Example 1


Example 2

14. Involve colleagues, children, families and the broader community in participating and evaluating a program to enhance environmental sustainability.





Answer

Childhood Education

Assessment Task 1

1. Attach A copy of your philosophy- I am interested in what pedagogical theory you relate to.

I believe in the “Constructivism”, which is known as the philosophy that can make the learning to be fun and make a rewarding reflection out of the constructive experiences and making a better world we live in (Toussaint, 2019).Constructivism

(Source Andersen, 2020)

2 Attach A copy of the Service’s philosophy – once again I am particularly interested in what pedagogical theory your Service aims towards

I aim towards constructivism and my service philosophy is to aim for inspiration, a better environment and having an engaging classroom, based on experiences. 

3. Following consultation with children and families outline what they think of the current learning environments available in your room and what they identified as current strengths and needs.

The current learning environments which are available are the audio/video visuals, books, and DIY models. The strength is reusable and also helpful in quick learning (Staab, 2019).

4. Identify the individual and group strengths, interests and goals of the children you are planning for. 

The interests and the goals which the children would be learning would be environmental sustainable activities and the strengths are the children learning and having the engaging resources (Rouse, 2017).

Name of child
The first name only
Age
Year and month for eg. 3.5
Child’s strengths 
Key strength only relevant to this plan - do not try to list all of a child’s strengths
Child’s interests
Goal – outcome
Write code instead of outcome title if you like
Zuba
3
Attentive
In toys
OUTCOME 3: Sense of well being
Lily
4
Disciplined
Audio-video visuals
OUTCOME 2- Contribute to the world
Tina
3
Quick learner
Playgroup activities
OUTCOME 3: Sense of well being
Marie
4
Silent listener
Outdoor games
OUTCOME 2- Contribute to the world
Jasmine
5
Learns through actions
Learns through role mode and play
OUTCOME 3: Sense of well being
Rick
5
Influential (Perlman,2017)
Team worker learner
OUTCOME 2- Contribute to the world
Tom
6
Questioning and curiosity levels
Outdoor player
OUTCOME 5: Effective communicators.
Belvin
4
Has shown interest
Engages in constructive activity
OUTCOME 4- confident and involved learners.
Nick
5
Disciplined
Shows active interest in learning
OUTCOME 4- confident and involved learners
George
6
Influential learner
A keen observer and learns
OUTCOME 5: Effective communicators.
Shanni
7
Discuss and influences
Orients towards the theoretical learning into the practical.
OUTCOME 5: Effective communicators.

5. They are from the nuclear family and belongs to a close-knitted family having an engaging view. 

Section 2 Designing the Curriculum -Plan

Describe the learning environment that you will use:

a. The environment is well ventilated with frequent meals and having a  clean toilet, regular three-course meals, and separate sleeping rooms. 

b. Floor planFloor plan

c. See above


d. The sleeping room would be used to sleep, and the activities areas would be at the center (Kulic, 2019). There would be separate areas for the bathroom and other activities.

7. 


Weekdays
Activities
Monday
9.00 Am- breakfast
10.00-12.00 PM activities/audio-video learning, art and craft
12.30-1.30 pm –Lunchtime
1.30- 2 pm – Discussion and interactive engagements
2 pm-4 pm- sleeping time
4 pm- 6 pm fruits and other activities time.
7 pm dispatch time
Tuesday
9.00 Am- breakfast
10.00-12.00 PM activities/audio-video learning, art and craft
12.30-1.30 pm –Lunchtime
1.30- 2 pm – Discussion and interactive engagements
2 pm-4 pm- sleeping time
4 pm- 6 pm fruits and other activities time.
7 pm dispatch time
Wednesday
9.00 Am- breakfast
10.00-12.00 PM activities/audio-video learning, art and craft
12.30-1.30 pm –Lunchtime
1.30- 2 pm – Discussion and interactive engagements
2 pm-4 pm- sleeping time
4 pm- 6 pm fruits and other activities time.
7 pm dispatch time
Thursday
9.00 Am- breakfast
10.00-12.00 PM activities/audio-video learning, art and craft
12.30-1.30 pm –Lunchtime
1.30- 2 pm – Discussion and interactive engagements
2 pm-4 pm- sleeping time
4 pm- 6 pm fruits and other activities time.
7 pm dispatch time
Friday
9.00 Am- breakfast
10.00-12.00 PM activities/audio  (video learning, art, and craft (Heiskanen, 2018)
12.30-1.30 pm –Lunchtime
1.30- 2 pm – Discussion and interactive engagements
2 pm-4 pm- sleeping time
4 pm- 6 pm fruits and other activities time.
7 pm dispatch time

8.

The practices are learning through active engagement and keeping them involved by giving them a role

9.

The curriculum which is displayed would be at the time table and it would be about environmental sustainability and role plays 

10.

For the two weeks the below curriculum would be followed- curriculum:(Source Andersen, 2020)

Section 3 Act / Do – Implementing the curriculum

11. Describe how you plan to monitor and assess children’s learning, ensuring that both planned and unplanned experiences are considered for assessment.

It would be done through educating and revising and then taking quick tests or interactive engagement sessions.

12. The curriculum needs to have been implemented over at least two weeks. Collect photos and assessments of what happened.Implementing the curriculum

Audio/video visual

Children drawing day 3Children drawing day 3

(Source Andersen, 2020)

13. Submit the daily diaries (or records you keep for each day/week) of the curriculum you have implemented.

Monday
10 am- 12.30 pm
Educating about food waste (Heiskanen, 2019)
Tuesday
10 am- 12.30 pm
Saving fuel
Wednesday
10 am- 12.30 pm
Global warming and animals extinction
Thursday
10 am- 12.30 pm
Roleplay and audio-video visual about the conserving environment, reducing plastics
Friday
10 am- 12.30 pm
Planting Trees and sapling

14. Submit at least ten (10) learning stories, at least one for each day the curriculum is implemented.

Story one- Conserving waterConserving water

(Source Andersen, 2020)

Story 2Global warming and impacts

Global warming and impacts

(Source Andersen, 2020)

Story 3

The day the tree blew awayThe day the tree blew away

(Source Andersen, 2020)

Story 4Story 4

(Source Andersen, 2020)

Story 5Story 5

(Source Andersen, 2020)

Story 6Story 6

(Source Andersen, 2020)

Story 7Story 7

(Source Andersen, 2020)

Story 8Story 8

(Source Andersen, 2020)

Story 9Story 9

(Source Andersen, 2020)

Story 10Story 10

15. Describe how you will gather feedback from families and children about the curriculum you have offered

It would be done through surveys, feedback forms and through the interactive sessions.

Section 4 Reflect / Review

16. Assess and evaluate teaching and learning. Submit a small number of critical self-reflection - they must show you have reflected on your practice, the curriculum, the environment and activity you directed 

On Wednesday, It was interesting to see how the children were learning from the outcomes and through short stories(Harte, 2018).  

On Monday learning about global warming and polar bear starving and some animals extinction, the children showed remorse and promised to help the environment. 

Sustainability

The final parts of the assessment look at how Services implement 

Sustainability – Services take an active role in caring for their environment and contribute to a sustainable future. (Standard 3.2.3 NQF)

17. Sustainable practices are implemented daily in every Service and are embedded in many of our routines

a. List the ways you currently support children to develop an understanding and care for the natural environment, don't forget simple routines you implement as well as equipment, spaces, and environments.


Switching off the fuel when the car not in use.

Saving water of the leftover fresh and vegetables and using in the plants.

Collecting rainwater and using it.

b. Describe how these practices and activities, help children build awareness of global issues around the problems of the environment and how sustainable practices can help.

Such practices would help to arouse consciousness and make them more involved in the daily activities of saving and conserving energy.

18. Look carefully at the things you described in the last question and analyze them to determine if they are effective or not – complete the following chart (you must list at least 4 practices your Service implements).

Sustainable practice
Good things about this practice 
Things that don’t work with this practice
For example – sorting rubbish in separate bins in the Rooms
Children can practically help support the environment
Educators do not supervise and rubbish gets mixed up.
Reducing the waste papers and reusing them.
It would help to slow down the cutting of trees
Some kids or some educators tears and scrap the paper
washing vegetables and fruits and reusing the leftover more ap
Would conserve the freshwater (Eerola, 2020)
It's a conscious approach if the educator not supports then they would be more keen to throw it.
Collecting rainwater
Conserves fresh water
Not every time, it would be possible due to a lack of availability of resources.
Switching off the car when not in use during a red light, saves fuel
Saves fuel
Sometimes the red light only lasts for few seconds, repeated ignition and switching off can lead to more fuel wastage

This chart is not to size you will need to enlarge it to complete enough detail for this task.

19. Choose one of the “things that don’t work” from your list above and describe how this could be changed and improved – detail the strategies you will implement to improve the practice. (This is a very important part of this cluster so be very detailed in your evidence).

Collecting water, storing and using it for everyday use. 

20. How do you encourage children and other educators to implement sustainable practices?

By educating and showing through the live examples, role plays, and audio/video visuals.

21. How do you link to the local community when implementing sustainable practices? (new) Why is this important?

The local community is the active participators that can help to guide, monitor and aid during the gaps. 

22. How are sustainable practices embedded in your policies and procedures– for the following areas describe how each practice has a sustainable focus.

a. Cleaning the service

Under the safety and security policy (Bassok, 2016).

b. Resourcing play and activities

In a separate room and should be well maintained.

c. Children’s sleep routines

Should be set and particular.

d. Mealtime routines

Hygiene and full of nutrition

e. Creating environments within the Service

Safety and sound environments within the service.

23. Review the service philosophy, policies, and procedures concerning sustainability, then answer the following questions

a. Describe how the policies and procedures from your Service are linked to the National Quality Standards and the EYLF.

It is linked to outcomes and adheres to the QA 1 - Educational program and practice. QA 2 - Children's health and safety. QA 3 - Physical environment.

b. Identify and list any areas of potential changes you could suggest to better embed sustainability in the service philosophy, policies, and procedures.

Outdoor play activities can be used for the activities, instead of playing.

c. Who would be involved in the discussion and process if you were to make changes to either the Service philosophy, policies, procedures?

The involvement would be active and engaging (Andersen, 2020).

How would the final agreement on any changes be made who would have to make final approval?

By reviewing and closely monitoring it.

Assessment Task 2

Full name
Ms. Johnson Titler
Name of Centre/Service
Goodstart Early Learning
Description of work role:
Set the context/ description of the work you carried out- when did the evidence you have submitted happen, during what routines, programs, etc.
The description of the work is to take care of the children, safety, hygiene and have good condition. 
It was found during the routine care, that some children showed the sign of emotional and mental distress.
Some food-related safety issues such as pungent smell, raw, and uncooked food items were found.
Certain uncleanliness and certain hygiene issues were found.
Mismanagement was also found.
Start date
15th December 2019 
Finish date
20th January 2020

Workplace Supervisor completes the following table;

Full name
  Mr. Butler Tytler
Position Title
Management
Qualification you hold
ACTA - Early Childhood Education
Supervision role you hold with the student:
Managing and caring
The period you have observed the student:
December 2019-January 2020

Recognition First Assessor complete following table:

Full name
Mr. Tyran Nivid
Contact details
goffice@rec1.edu.au         All calls in 02 4822 7109  
                                          (you can leave a message)


Performance evidence required:


The student must demonstrate how they;
The student to describe an example of when they demonstrated the performance and attach a photo or a work sample (e.g. completed checklist) where appropriate.
Supervisor confirmation 
Record date observed  
Assess and modify the learning environment and materials to ensure that families and the community are respected

1. Evaluate a learning environment and materials which support children’s learning


Include a photo here and describe what needs to be changed and why



Instead of using the television for  regular kids programs such as below, it can be used in a more engaging and interactive mannerlearning environment


 December, 20th 2019

2. Modify learning environments in response to children’s interests, strengths and/or needs



Submit photos of what you changed and describe what happened when you implemented the change.


The above television can be used engagingly like below
( Abbott, 2019) implemented the change

3. Promote opportunities for sustained shared thinking and collaborative learning.



The opportunities for sustained shared thinking and collaborative learning can be through an engaging technology and using it innovatively to communicate, engage, learn and create

4. Design learning experiences to foster holistic learning. 


Provide at least 2 examples


Example 1
Instead of the regular marble or stone floor, the entire floor can have separate sections of learning like alphabets, numbers, shapes, solar system, etc.





Example 2
Using Abacus or other sets of learning activities like skip counting, drawing ladder and backward, forward counting.
(Source Andersen, 2020)
Abacus

5. Design learning experiences that provide continuity of learning and transitions.




Increasing the numbers and matching it with the number tables, such as skipping from 2 to 3 numbers then gradually 4 and 5 and helping kids understand how the multiplication and division can be done. 
 numbers and matching it

6. Ensure that the required materials are identified and available to children when an experience is implemented.


E.g. – children will be painting, and all equipment is ready including a place to put completed paintings, paper, paint, brushes, etc.



 We would be drawing the ladder and the numbers through colorful chalks. Then gradually every multiplied number or division can be done in a colorful number.drawing the ladder



7. Implement the curriculum from Part 1 -The curriculum needs to have been implemented over at least two weeks.


Workplace supervisor to confirm
Record dates you implemented the curriculum






Sustainable practices
Support children and others to develop an understanding and respect for the natural environment, including;

 8. Provide children with a wide range of natural and recycled materials both indoor and outdoor


Describe 3 things you do to encourage children to connect with their environment.


Example 1
The children can be provided the chalk and ladder to draw the count numbers of 1-20 and understanding backward, forward and skip counting. Mentioning the ladder and drawing on the floor, this can be rubbed and used again.





Example 2
To use the trash paper and recycle it, by painting and making some models or decorative stuff.


Example 3
To save water by washing vegetables and fruits and using the leftover water in the plants.

9. Create opportunities to discuss with children the natural environment 




 To save fuel and educate them on how to conserve energy, such as using the solar panels or saving the freshwater. 
By recycling the papers and avoiding every waste of it.

10. Role-model respect, care, and appreciation for the natural and constructed environments




For the constructed environments, making children seed new plants and educate them to plant one tree every year. Preserve the environment. 

Conserve energy, by saving the natural fuels such as educating them when on the red light and its more than the 1 minute, then switching off the car and saving fuel.
Using alternatives modes for the short distance such as cycling or walking.

11. Create spaces that promote the development of skills, such as growing and preparing food, waste reduction and recycling

 Educating them self cooking fireless ways, such as how to use the simple methods of baking, grilling or cooking without any igniting fuel. For example, making sprouts, fruit salad, and other healthy ways. 
Waste reduction, by educating children to use every waste paper for their creation of drawing or to create craftwork out of it.
Relying on things such as reusing the paper cups, plates, and wooden spoons and avoiding any use of plastics.

11. Encourage children to exchange thoughts and ideas about sustainable practice 


Provide children with information & access to resources about the environment, this is best covered with an intentional teaching activity – group time.



Educating them and also listening to their new ideas, hacks, and methods in everyday measures. How to create a better-suited environment by limiting wastes and optimally using the resources.

12. Explore ethical dilemmas of waste disposal



Segregating the trash into the plastic bins and the reusable bins. The reusable trash such as waste or leftover food, fruits and vegetables can be used as a biodegradable way. Educating that plastics take years to decompose. 

13. Facilitate discussion and support others in implementing the sustainable practice.


Others include other staff and/or families, provide at least 2 examples


Example 1
Using the method of saving fuels and conserving energy, by making staff showing the audio/video visuals and the greenhouse effects and the staff acting for example how the polar bear dying out of the starvation and getting affected due to the greenhouse gases.



Example 2
Roleplay to show, how the green and blue was Earth but due to the sudden repeated damages, it showing Earth as deserted area and how the animals are dying, by making staff and family members enact, 

14. Involve colleagues, children, families and the broader community in participating and evaluating a program to enhance environmental sustainability.



The role-play can be effective in making them understand the impacts and every member contributing through their acts and inputs.
Another example introducing the highest saver of fuel and budgeting and rewarding the top contenders.


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