Quality Area 3 – Physical environment

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Introduction

The aim of Quality Area 3 under the National Quality Standard is to ensure that the physical environment is safe, suitable and provides a rich and diverse range of experiences that promote children’s learning and development.

The way that the environment is designed, equipped and organised determines the way that the space and resources are used and has the potential to maximise children’s engagement and level of positive experience and inclusive relationships.

Physical environment
Standard 3.1 Design The design of the facilities is appropriate for the operation of a service.
Element 3.1.1 Fit for purpose Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.
Element 3.1.2 Upkeep Premises, furniture and equipment are safe, clean and well maintained.
Standard 3.2 Use The service environment is inclusive, promotes competence and supports exploration and play-based learning.
Element 3.2.1 Inclusive environment Outdoor and indoor spaces are organised and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments.
Element 3.2.2 Resources support play-based learning Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.
Element 3.2.3 Environmentally responsible The service cares for the environment and supports children to become environmentally responsible.

Design

Information sheet: Quality Area 3 – Keeping pets in education and care services – ACECQA 

Kidsafe

Providing a Child Safe Environment - ACECQA

Standards Australia

We hear you blog: Physical environment – ACECQA

We hear you blog: Supporting indoor and outdoor play – ACECQA

Use

Bush preschool – AITSL

Connecting with young children and nature – Jule Davis and Sue Elliott

Education for sustainability: Waite Campus Children’s Centre – University of Adelaide

Examining environmental education in NSW early childhood education services – Office of Environment and Heritage, NSW

Exceeding NQS: Standard 3.2 Use – Case study 1 – ACECQA

Growing from gardening: What can we learn? – Gowrie Professional Support Coordinator

Heuristic play materials: Unstructured play materials for infants and toddlers – Gowrie Professional Support Coordinator

Information sheet: Quality Area 3 – Babies and outdoor play – ACECQA 

Information sheet: Quality Area 3 – The environment as the third teacher – ACECQA 

Information sheet: Quality Area 3 – Inclusive Environments – ACECQA 

Meeting the NQS – Quality Area 3: Introduction – ACECQA

New contexts for learning – AITSL

NQS PLP e-Newsletter: An environment for learning – Commonwealth of Australia

Promoting, exploring and sharing Aboriginal and Torres Strait Islander cultures: EYLF Outcome 2 – SNAICC

Sustainability: Celebrating new approved learning frameworks - Principle Part 1 - ACECQA

Sustainability: Celebrating new approved learning frameworks - Principle Part 2 - ACECQA

Sustainability resources – NSW Department of Education

Video: Connecting with practice: Opportunities for learning in natural spaces – Commonwealth of Australia

We hear you blog: A 'green' thumbs up to sustainable programs – ACECQA 

We hear you blog: Demystifying sustainability – ACECQA 

We hear you blog: Taking an active role in the environment and promoting a sustainable future – ACECQA 

What are the consequences of limited play? – Time Gill / VicHealth