When considering the physical environment, it’s important to recognise the significant impact environments can have on children’s learning. A quality environment can support engagement, exploration and an understanding of the importance of caring for our natural world.

A considered and effective indoor and outdoor environment is characterised by open spaces that allow for children to independently explore, engage in self-choice, and offer a balance of active and quiet zones (ACECQA 2024a, 2024b).

Physical environment as the ‘third teacher’

Informed by the Reggio Emilia approach, the environment as the ‘third teacher’ (PDF 1.2 MB) explores the use of space and places value on the environment to encourage and support meaningful learning opportunities for children.

Theorists such as Urie Bronfenbrenner explore connections for children’s learning within the environment. He explores the concept that children and their surroundings are connected in a 2-way process. Children shape their environment and, at the same time, the environment shapes their learning.

Quality environments are thoughtfully created to foster children's enthusiasm for learning. Educators can proactively modify and adapt spaces to cater to the diverse needs of children of varying ages, developmental stages and interests. By repurposing areas throughout the day, educators can create a dynamic and engaging atmosphere that promotes optimal learning experiences for all children.

Extending children’s learning

A well-designed physical environment can harness children's natural curiosity by incorporating sensory experiences, engaging play spaces, and opportunities for exploration and risk-taking. This fosters a sense of wonder, promotes problem-solving skills and enables children to develop essential skills for healthy development.

The environment should be viewed as a dynamic and responsive space that not only acknowledges children's current abilities, but also provides opportunities for growth, allowing them to progress and develop at their own pace.

It’s important that children have access to challenging environments with appropriate levels of risk, including elements of nature like plants, trees, edible gardens, sand, rocks, mud and water. Risky play provides children with the opportunity to build a strong sense of self and extend their learning in areas of physical awareness, problem-solving and self-directed learning.

Engaging children in environment design

An inclusive and considered environment will be comfortable, engaging and tailored to a child's unique needs, interests and age. Children should be consulted about the environment design, set up and use. How this occurs at your service will be unique to your service context and community. It will also look different depending on the children's ages and diverse abilities.

Sustainable practice

Introduced to Version 2.0 of the Approved Learning Frameworks, the new principle of Sustainability spotlights the importance of creating and promoting sustainability communities.

Educators should support children to be actively involved in developing and implementing sustainable practices across the service. They can also encourage children to take ownership of caring for the environment and explore ways to make a positive impact on their future.

By fostering a sense of responsibility and through hands-on learning, children can learn from and connect with their local environments. Doing so will help them to develop a deep understanding of social, economic and environmental issues, including the valuable contributions of Aboriginal and Torres Strait Islander peoples and cultures.