Day 5

At the heart of the day was an aim to bring children into contact with food and sustainability in a practical garden-to-table exercise. No better way to start the morning than in the small vegetable garden of a service where basil, parsley and cherry tomatoes were yet being grown in planter boxes. I asked children to discover the plants with all their senses: smell the basil, feeling the leaves very carefully, looking at the tomatoes that are so red. This involved various learning areas, which can be associated with EYLF Outcome 2: children learn to relate to the world and to contribute to it (Department of Education, 2022).

We talked about why people, animals and the planet need plants and to reaffirm sustainability concepts (NQS QA3: Physical Environment). I also recognized the traditional custodians of the land in connection to what we discussed as the Aboriginal and Torres Strait Islander act of nurturing country that is reflective of the ECA Code of Ethics (2016) approach to cultural respect and environmental responsibility.

Back in our indoor kitchen we prepared a fresh tomato and basil salad by collaborative work. Children assisted with the slicing of tomatoes and the tearing of basil leaves using child safe cutters and I demonstrated safe food practices and hygiene routines (NQS QA2: Children Health and Safety; NSW Health, 2022). I reinforced the concept of being safe and clean prior to touching food in guiding children to learn about health and wellbeing (EYLF Outcome 3).

The children guaranteed various reactions of trying the salad tasting it was with enthusiasm or reluctantly. This was very much due to peer modelling; once one child took a taste of the basil and smiled others did the same. This was a sign of acknowledgement of social learning theory, in which children acquire behaviours on the basis of watching peers (Bandura, 1977).

As a creative extension of the experience, we did nature printing using any leftover basil leaves. Kids were using non-toxic paint and dipping leaves into it and stamping them on pieces of recycled paper, making textured green shapes. This was integration of environmental awareness with creativity finding, which adhered to NQS QA1: Educational Program and Practice and aligned to EYLF Outcome, which can be expressed as Confident and involved learners.

Professional Reflection:

The central message of the day was summarized in the effectiveness of didactic, practice and sensory-based elements in learning sustainability and developing healthy eating behaviours. It also kept me in mind of the need to relate common efforts with grander notions such as environmental protection and cultural awareness. In the future, I can extend this further by enabling the families to provide the recipes of their cultural background, which will promote the values of diversity, inclusion, and overall child development (Davis, 2015).