Sustainable Futures Establish Awareness Start early

The resources and activities created for this sustainability project were developed in alignment with the Belonging, Being and Becoming: The early years learning framework for Australia created by the Department of Education, Employment and workplace Relations (DEEWR). 2009. The fundamental element to this framework is the view that children learn about their world and lives through play.

 Belonging- understanding where and with whom they belong Being- understanding the here and now and who they are. Becoming- growing and learning to participate fully and actively in society.
http://www.earlychildhoodaustralia.org.au/resource_themes/eylf_early_ye ars_learning_framework.html

Pedagogy that shaped Learning experiences

The Earth Charter Initiative (2012). These learning experiences focus on: 1. Respect Earth and life in all its diversity. a. Recognize that all beings are interdependent and every form of life has value regardless of its worth to human beings. 2. Care for the community of life with understanding, compassion, and love. a. Affirm that with increased freedom, knowledge, and power comes increased responsibility to promote the common good. 3. Build democratic societies that are just, participatory, sustainable, and peaceful. a. Promote social and economic justice, enabling all to achieve a secure and meaningful livelihood that is ecologically responsible.

 Fact book
2. Care for the community of life with understanding, compassion, and love.

The first resource created for the center was a fact book of the basic animals, insects, reptiles that are likely to be found in Townsville backyards. Each animal/insect/reptile had a picture with basic information and a short explanation of what a child should do when in contact with the it or its habitat.

. Story time is part of the centers routine and one that the children thoroughly enjoy. An interactive story was created called Annies Townsville backyard. During the story children explored the animals Annie came across in her backyard. The animals are popular pets found in family homes and a few basic insects and bugs specific to Townsville (the children's local community)
2. Care for the community of life with understanding, compassion, and love

Interactive story
Images of the different animals/insects/bugs were displayed on an IPad. The teacher displayed the photo and asked the children questions about the animal displayed. This interactive type of story gave children the opportunity to be active participants of the story enabling them to share the connections between their prior experiences and new learning (DEEWR, 2009).

1. 2.

Respect Earth and life in all its diversity. Build democratic societies that are just, participatory, sustainable, and peaceful

The center has a Guinea pig yet have not established a routine during which students can interact with the Guinea Pig. A small introduction to Guinea pigs was Covered with the children. It covered basic information about Guinea pigs and how to care for them.

This information was then used to create a step-by-step poster explaining how to daily service the Guinea pigs cage. Each day three children were allocated this job. Overall the process aimed at developing a daily reminder of the care and correct handling of animals that allowed children to practice first hand how to treat animals.

It helped them connect what they had been learning in the classroom to real life; helping them become more confident and involved learners (DEEWR, 2009). This ongoing process of care, made children feel like they contributed to their world and valued that their efforts made a difference, connecting their importance to other living things.

Children were then given a little accomplishment award to take home to their guardians. This was intended to kick start the conversation with parents about being more involved in their home life with their pets. While also sharing their contributions and achievements with others.

 Using the information shared during the interactive story time, flash cards were created. During these activities children would have to remember and recall the information previously learned. The flash cards could be used by the teacher, parent or between children as they played. This activity allowed children the opportunity to demonstrate an increasing capacity for self-regulation (DEEWR, 2009).

1. Care for the community of life with understanding, compassion, and love.

A take home information pack was created for parents that included a fact book on the type of living creatures that their children might come across in their backyards and what should be done by both parents and children in these situations. As well as a copy of the flash cards.

These resources helps enrich the parents knowledge and understanding as well as their children, helping promote awareness about the correct handling of living creatures.

Further useful sources and contacts

ABC North Queensland. (2010). Getting green ants gone. Retrieved from http://www.abc.net.au/local/videos/2010/07/14/2953427.htm This website contains a short clip explaining the importance of green ants and a few methods on how to remove them. It is a useful video because it is not about exterminating the ants but rather moving them away from places youd rather not have them. Australian Government: Department of Education. (2013). Early Years Learning Framework. Retrieved from http://education.gov.au/news/early-years-learning-framework-translated-tenlanguages This is the curriculum that guided the whole project and is useful because it focuses on the standards and learning goals all childcare centers have to meet.

Better Health Channel. (2013). Child safety-children and animals. Retrieved from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Child_safety_children_and_a nimals This source gives a more in-depth understanding of the types of benefits, risks and procedures parents need to be aware of when their child begins interacting with animals/insects/reptiles. The site is easy to read and has easy and accessible advice. Awareness of different animals begins with understanding the limits or limitations each animal has.

The Earth Charter Initiative. (2012). The Earth Charter. Retrieved from https://learnjcu.jcu.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_312 _1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse %26id%3D_50761_1%26url%3D. The Earth Charter was used as the guiding pedagogy for this project but is also a major initiative undertaken by a large corporation. They cover the major plans established to create a better sustainable future making them a relevant starting point when discussing sustainability.

Early Childhood Australia. (2011). Sustainability, global warming and climate change. Retrieved from http://www.earlychildhoodaustralia.org.au/resource_themes/sustainability_global _warming_and_climate_change.html. This website discusses ideas of the importance of incorporating sustainability in the early years while also exploring the ways in which sustainability can be incorporated. The site has access to Every Child Magazine and current news and journals that discuss issues in early childhood. Hacking, E.B., and R. Barratt. 2007. Editorial. Environmental Education Research 13, no. 4:41923. This reading highlights the importance and relevance of teaching sustainability during the early years period of development. The reading explores how this stage is important and crucial to life-long learning and disposition to sustainability issues.

Queensland Government. (2011). Department of Environment and Heritage Protection: Staying Safe around Wildlife. Retrieved from: http://www.ehp.qld.gov.au/wildlife/livingwith/staying_safe_around_wildlife.html The above website gives a more in-depth understanding of a variety of animals found in Queensland and how to correctly deal with and handle them. Parents and care giver as well as learning centers can use this site to create resources that inform children about the wildlife present within their communities.
United Nation Educational, Scientific and Cultural Organization. (2013). Education for Sustainable Development (ESD). Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-internationalagenda/education-for-sustainable-development/ This website has in depth studies and surveys found by UNESCO about recent research into the benefits of teaching young children major issues earlier in life because of their open and receptive nature; which could ultimately change the future.