By BEST Childcare Consulting
In today’s context of increasing environmental awareness and global resource constraints, embedding a strong recycling culture within your early childhood service is not just socially responsible — it supports children’s sense of agency, belonging, and stewardship of the world they inhabit. The campaign National Recycling Week (10–16 November 2025) run by Planet Ark Environmental Foundation highlights the “reduce – reuse – recycle” hierarchy and the circular economy as critical to sustaining resources.
Incorporating recycling into your everyday program supports children to investigate, question, problem‐solve, collaborate and make meaningful change; it aligns very strongly with the Exceeding themes of Embedded Practice, Critical Reflection and Meaningful Engagement. Embedding recycling means more than a one-off activity — it becomes part of your service’s identity, routines, environment and learning culture.
Below are practical educational programming ideas followed by a QIP (Quality Improvement Plan) style write-up for each of the 7 Quality Areas (QA) under the National Quality Standard (NQS), each weaving in the three Exceeding themes.
Educational Programming Ideas
Here are some ideas to help embed recycling and sustainability into your program:
- Recycling-Discovery Station
Set up a dedicated “recycle corner” where children explore items destined for recycling: washable yoghurt pots, cardboard cereal boxes, clean aluminium foil, plastic lids, etc. Children sort items, discuss what materials they’re made of, and decide how to reuse or recycle. Use matching mats or bin-colour sorting mats (see the activities via Aussie Childcare Network). Aussie Childcare Network - Reduce → Reuse → Recycle Investigations
Across a week, prompt children with questions: What can we do before recycling — can we reduce the amount of rubbish? Could we reuse something instead of throwing it away? Then what items should go into the recycling bin? Use discussions, provocations, photo boards, and children’s suggestions. Support with visuals and posters. Aussie Childcare Network - Creative Repurposing Workshop
Collect clean “recyclables” such as glass jars, plastic bottles, cereal boxes, tin lids and invite children to design and make something new: e.g., a pen-holder from a tin, a bird-feeder from a plastic bottle, a collage from cardboard packaging. Encourage open-ended exploration, rich materials and child-led design. - Waste Audit and Reflection
With older children, conduct a mini-waste audit: over a day record what ends up in the rubbish vs what could have been recycled or reused. Chart the results, reflect with children: what surprised them? What could we change? Then implement a change (e.g., clearer labelling of bins, children suggest where items go) and review. - Family & Community Recycling Challenge
Extend the ethos beyond the service: invite families to bring in clean recyclables or choose one “reuse” project at home. Share photos of children and families in action. Perhaps engage with local council or community recycling initiatives (via the Planet Ark campaign). Planet Ark - Story, Song & Reflection Time
Use children’s books, songs and rhymes about reducing waste, caring for the planet, recycling and rethink the everyday items we use. Use posters and songs (as per the Aussie Childcare Network resources). Aussie Childcare Network - Displaying & Extending Children’s Ideas
Display children’s designs, photos, charts and reflections in your learning environment. Invite children to lead short “teaching moments” with peers or younger children about recycling. Encourage younger children to ask older peers: Why did you choose that bin? What happens when things are recycled?
QIP Write-Up
Here’s a draft QIP style entry for each Quality Area, with all three Exceeding themes embedded: Embedded Practice, Critical Reflection, Meaningful Engagement.
QA 1 – Educational Program and Practice
Goal achieved: We embedded a consistent recycling ethos across all age groups so children made sustainable choices and developed an understanding of the lifecycle of materials.
Embedded Practice: Educators consistently integrated “reduce-reuse-recycle” routines into daily transitions such as snack times and art experiences. Children were involved in sorting packaging, reusing containers, and reflecting on their environmental impact. Their voices guided decision-making — for example, choosing which items to reuse and how to repurpose materials.
Critical Reflection: Teams regularly reflected on children’s engagement with recycling provocations. We reviewed observations and photos to evaluate curiosity, understanding, and problem-solving. When we noticed barriers — such as children’s uncertainty about which bin to use — we introduced new visuals and simplified systems.
Meaningful Engagement: Children collaborated with educators to design displays, share their creations, and present recycling projects to families. Family contributions of materials and suggestions strengthened the learning cycle, and local recycling partners became part of our community connections.
QA 2 – Children’s Health and Safety
Goal achieved: All recycled and repurposed materials were managed safely and hygienically, supporting health and safety practices.
Embedded Practice: Educators routinely checked and cleaned all materials before use, stored items in clearly labelled bins, and reinforced hygiene practices such as hand-washing after handling recyclables.
Critical Reflection: The team monitored how children used materials, adjusting practices when risks were identified. For example, we removed sharp lids and refined storage systems to improve safety. Risk assessments were updated to reflect our observations.
Meaningful Engagement: Children participated in “safety checks” of recycling materials, identifying safe versus unsafe items. Families were encouraged to contribute safe materials from home, and educators displayed children’s safety reflections beside the recycling area.
QA 3 – Physical Environment
Goal achieved: Our environments visibly reflected a recycling ethos and supported sustainable practice throughout the service.
Embedded Practice: A dedicated recycling zone was established in each room, with colour-coded bins, clear signage, and children’s repurposed creations on display. We also introduced furnishings and storage made from recycled materials.
Critical Reflection: Educators evaluated whether children could independently access and use the recycling area. Following reflections, bins were repositioned, and labelling improved to support autonomy.
Meaningful Engagement: Children designed the layout of their recycling corners, created posters, and helped monitor usage. Families contributed materials and ideas, and our entrance display showcased children’s sustainable art for the wider community.
QA 4 – Staffing Arrangements
Goal achieved: Educators worked collaboratively to embed the recycling ethos through shared planning and professional learning.
Embedded Practice: The team engaged in professional development focused on the circular economy and inquiry-based sustainability teaching. Recycling provocations were co-planned during curriculum meetings, ensuring consistent practice across all rooms.
Critical Reflection: We reflected on educator confidence in scaffolding children’s sustainability learning and observed each other to share strategies. These reflections informed future planning and mentoring.
Meaningful Engagement: Educators modelled recycling behaviours and engaged families through workshops and displays. Collaboration across rooms fostered a cohesive service-wide commitment to sustainability.
QA 5 – Relationships with Children
Goal achieved: Relationships with children were strengthened through collaborative decision-making and shared responsibility for recycling.
Embedded Practice: Educators recognised and celebrated children’s sustainable choices in everyday moments (“You chose to reuse that box — what a great idea!”). Children contributed ideas for new projects and initiated recycling routines independently.
Critical Reflection: We analysed documentation and reflections to ensure children’s voices shaped our practices. Adjustments were made to extend agency and deepen understanding.
Meaningful Engagement: Children formed a “Recycling Committee” that met weekly to review initiatives, make decisions, and share learning with peers and families. Their leadership fostered pride, belonging, and a sense of global citizenship.
QA 6 – Collaborative Partnerships with Families and Communities
Goal achieved: Partnerships with families and community strengthened the impact of our recycling ethos beyond the service.
Embedded Practice: Families were regularly informed through newsletters, foyer displays, and social media updates. Local council recycling officers and Planet Ark resources supported community engagement.
Critical Reflection: We reviewed participation data and family feedback to assess engagement. When uptake slowed, we diversified communication methods and introduced home challenges to re-spark interest.
Meaningful Engagement: Families shared photos of recycling at home and contributed materials. Community partners visited to discuss local recycling systems, and children’s projects were displayed at community events, enhancing visibility of our sustainable practices.
QA 7 – Governance and Leadership
Goal achieved: Recycling and sustainability became embedded in governance, policy, and continuous quality improvement processes.
Embedded Practice: The service’s sustainability policy was revised to include recycling commitments, and new roles were created to lead sustainability projects. Data from waste audits informed planning and resource allocation.
Critical Reflection: Leadership reflected on how effectively policies translated into action, identifying areas for deeper educator involvement and budget reallocation. Outcomes were discussed in QIP review meetings.
Meaningful Engagement: Regular celebrations recognised achievements, and reflections from educators, children, and families shaped new QIP goals. Our leadership team shared results with community networks, positioning the service as a sustainability leader.
Useful Links & Resources
- National Recycling Week — via Planet Ark: Learn about the campaign, how to get involved and access a Resource Hub (infographics, social media content, school/centre packs). Planet Ark
- Aussie Childcare Network article: “National Recycling Week Activities For Children” – free printables, templates, activity ideas for children to sort, match, count, recycle-colour recognise etc. Aussie Childcare Network
- Recycling Near You – for detailed local recycling information (via Planet Ark resource link). Planet Ark
- Consider sourcing books and songs about recycling and sustainability from early childhood educators’ publishers.
- Display posters: “Reduce → Reuse → Recycle” and invite children to annotate or add their ideas.
BEST Childcare Consulting
Here’s to helping your service embed a strong, meaningful recycling ethos so that your programming is not only engaging and relevant for children, but also positions you confidently within the Exceeding space of the NQS. As always, use these inspirations to lead your service throughout the whole year in your everyday practices to truly earn an exceeding rating.
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