KU PROFESSIONAL LEARNING
Quarterly
KU Children’s Services
JANUARY 2019
INTRODUCTION BY DEB WATSON
I
n this edition of the Quarterly we provide the
provocation of creating “sustainable environments”.
What comes to mind when you think about
sustainable environments? Perhaps a discussion within
the team might bring forth ideas like having gardens,
compost bins and worm farms. On further reflection
you might also add harvesting rain water for use,
conserving energy, reducing waste and eliminating
single use plastics. You could also be thinking about
the resources you use and reducing toxins. These
activities are worthy but are only part of the big
picture in creating sustainable environments. If you
wish to ensure these activities are sustained, you must
consider the basic values that sit at the forefront of
why you do them and how you communicate your
intentions to the community.
It begins with our values. How does what we believe
influence our decisions and actions? Do we believe
that Earth is a resource for all of life including those
not yet born? Do we therefore have a responsibility
to ensure our planet can sustain all species? Enough
for all forever! Do we believe in a socially just and
equitable world and seek wellness for all peoples and
the planet’s systems? Because the fact is our Earth and
the systems it encompasses are interconnected. Our
actions impact on these systems, whether of a natural,
social or political nature – all are interconnected.
We can start by asking our families and teams
questions such as “What kind of world do you want to
live in?” and “What kind of people do you wish to be?”
IN THIS ISSUE :
STORIES FROM THE FIELD
We can ask our children what is important to them
in the context of living on Earth together. We might
review documents such as:
The Earth Charter
The UN Convention on the Rights of the Child
The UN Sustainable Development Goals for
2015 – 2030
The ECA Code of Ethics
The Practices and Principles of the EYLF
As we gather these thoughts and contributions we
begin to see a picture of the type of world we wish
to live in and the attributes we wish to encourage
in our teams and children. We begin to develop a
dream for our centre community. A dream that will
then translate into an action plan for centre growth.
That is your Quality Improvement Plan. We can build
our dream centre from these ideas and additions as
we ask a further question, “Are we excited about our
work? Do we see our role as models in equipping our
children with the skills and dispositions to meet future
challenges?” If not, then we need to ask, “What can we
change or review as we build this fantastic community
that is a living and learning sustainable environment?”
We know this – if you are excited about your work and
bring passion and commitment, then children benefit.
If you are excited about learning to live on Earth in a
way that all of life including future generations can live
well and in peace, then people and the planet benefit.