Flexible indoor and outdoor programs
PRESENTED BY: LOUISE DORRAT
Indoor and outdoor environments offer significantly different yet complementary experiences and should be given EQUAL focus and attention. It is not about ‘Let’s open the door so you can have a run around.’
Wherever possible, children need opportunities to be outdoors as much as indoors. This can be achieved with well-designed integrated indoor and outdoor environments that are available at the same time (NQS3.2.1).
Indoor and outdoor environments are characterised by both quiet and active zones, a balance of fixed and moveable equipment and small-group and whole-group experiences. In this webinar we will discuss how to:
- Overcome the barriers including staff/child ratio and effective supervision.
- Ensure access and participation by every child to access the indoor and outdoor spaces (NQS 3.1.3).
- Identify sustainable practices that encourage children to become environmentally responsible
- Create inspiring indoor and outdoor spaces that include the use of natural materials.
Completing Flexible indoor and outdoor programs will contribute one hour of PD addressing the following Australian Professional Standards for Teachers and aligns with the NESA criteria for Elective PD.
NESA Elective PD:
- Enhanced teaching practice to effect positive change and impact on student/child learning progress and achievements
- Involved opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practices of others
- Research based and evidence based
Alignment with Australian Professional Standards for Teachers
APST 1: Know children and how they learn
APST 4: Create and maintain supportive and safe learning environments
APST 5: Assess, provide feedback and report on student learning
APST 6: Engage in professional learning
For information regarding teacher registration and accreditation, contact the teacher registration board/institute in your state.
This webinar also aligns with:
Alignment with the Early Years Learning Framework
Early Years Learning Framework - Principles
Secure respectful and reciprocal relationships
High expectations and equity
Respect for diversity
Ongoing learning and reflective practice
Early Years Learning Framework - Practices
Adopting holistic approaches
Responsiveness to children
Planning and implementing learning through play
Creating physical and social learning environments that have a positive impact on children’s learning
Assessing and monitoring children’s learning to inform provision and to support children in achieving learning outcomes.
The EYLF Learning Outcomes
Outcome 1: Children have a strong sense of identity
Outcome 2: Children are connected and contribute to their world
Outcome 3: Children have a strong sense of wellbeing
Outcome 4: Children are confident and involved learners
Outcome 5: Children are effective communicators
Alignment with the National Quality Standards
The National Quality Standard
QA 1: Educational program and practice
QA 2: Children’s health and safety
QA 3: Physical environment
QA 5: Relationships with children
QA 6: Collaborative partnerships with families and communities