Week 2 support children to connect

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

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

SUSTAINABLE BUILDING DESIGN

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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.


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


How can we make a building more eco friendly?


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.


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.


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


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?


The Point Preschool

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.


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.


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.

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.


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.


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.

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.


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.


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?).

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


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.


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.


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.


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.


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


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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.


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

SAFER CLEANING PRACTICESFood 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.


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.


Chemicals of concern

HANDOUT 2 The Fresh Green Clean Discinfectant Chart

Pp 73/74

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.

MSDS

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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



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 out to dry in the sun.

The process

The Point Preschool

Read (p 77) Case Study

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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

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.

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)

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

NATURAL PLAY SPACES

Close your eyes and think....

WHEN YOU GO BACK TO YOUR CHILDHOOD – WHERE WAS YOUR FAVOURITE OUTSIDE PLACE TO PLAY?

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).


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SURFACING IN OUTDOOR SPACES

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SURFACING IN OUTDOOR

SPACES.

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.

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.

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!

BIODIVERSITY

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Business

Week 2 support children to connect