Standard 3.1: Design

How Standard 3.1 contributes to quality education and care

The way in which the service environment is designed, equipped and arranged determines how children use space and resources. The environment also impacts on the behaviours and interactions of children and adults.

Indoor environments are characterised by open spaces that provide children with opportunities to be involved in self-chosen and negotiated experiences that can be quiet or active learning situations, solitary play experiences, or routines with small and large groups.

Quality indoor spaces:

• support the emerging interests of every child and enable them to demonstrate their innate creativity and curiosity
• reflect the cultures, interests, abilities and learning styles of every child
• recognise children as active learners and competent decision makers.

Outdoor environments are characterised by both active and quiet zones that comprise a balance of fixed and moveable equipment, open space to engage in physical activities, and spaces that promote investigation and respect for the natural environment.

Outdoor spaces that are dynamic and flexible:

• provide opportunities for unique play and learning
• complement and extend the indoor learning experiences
• offer children opportunities to be active, make mess and noise, and be wholly engaged in play.

To maximise children’s engagement in positive experiences and support the access of every child, services should consider:

• the location of the service and the Traditional Owners and custodians of the land on which the service is located
• the amount of space and how it is arranged and used for different groups and ages of children
• access between indoor and outdoor environments
• the availability of furniture, equipment and resources, and arrangement of rooms
• the availability of play spaces in natural environments that may include plants, trees, edible gardens, open spaces, sand, rocks, mud, water and other elements from nature (Early Years Learning Framework)
• how the placement of buildings, fixtures and fittings supports the access of all children and families
• internal and external noise levels
• visibility and design that supports effective supervision
• the air quality
• ventilation and access to natural light.

Well-designed facilities support children to access different areas, move between indoor and outdoor spaces, explore, experiment, create and express themselves, while allowing others in the space to do the same. When educators, with support from the educational leader, create physical and social learning environments that have a positive impact on children’s learning, they are able to spend valuable time interacting with children. This enriches the lives and identities of children and families.

Providers of centre-based services must notify the regulatory authority of any change in the ages of children being educated or cared for and/or the nature of education and care provided (regulations 175(2)(ab) and (ac)). Doing so allows regulatory authorities to better identify and prevent possible risks within services. When there is a change in the ages of children being educated or cared for and/or the nature of education and care provided, providers need to ensure that each service has the facilities, staffing qualifications and knowledge specific to the current age group of children attending. Failing to do so can place children in settings that are unsuitable for their needs and may pose a risk to their health, safety and wellbeing. For example, introducing a cohort of children aged birth to two requires a range of changes within the service, including nappy change facilities and age-appropriate programming. Similarly, including children over preschool age within a service requires changes to promote the health, safety and wellbeing of these children. 

A change to the ages of children being educated or cared for and/or the nature of education and care provided may require:

• a review of and change to resources, furniture and equipment to ensure safety, age-appropriateness and to provide sufficient challenge
• changes to programming/documentation. Different approved frameworks may apply
• a review of staffing because different numbers and qualification requirements may apply
• a change to the physical environment, for example:
  • fencing, if a service will begin providing care to children preschool aged or under, and;
  • food and bottle preparation areas
• updating policies and procedures, particularly in relation to emergencies and evacuation. 

It is important that physical spaces enable appropriate supervision of children in each age group. 

Questions to guide reflection on practice for Standard 3.1 (for all services)

Appropriate design and upkeep