Perfect for World Environment Day (5 June) & Butterfly Education and Awareness Day (6 June)
By BEST Childcare Consultancy
Inspiring Sustainability, Wonder and Care for the World Around Us
Children are naturally curious about the world. They stop to watch butterflies land on flowers, collect leaves from the ground, ask questions about insects and notice changes in the weather. These small moments of wonder are often where lifelong respect for nature begins. As educators, we have a unique opportunity to nurture this curiosity and help children understand that caring for the environment is not an occasional event, but a shared responsibility embedded in everyday actions.
World Environment Day (5 June) and Butterfly Education and Awareness Day (6 June) provide meaningful opportunities to slow down, explore nature together and encourage children to see themselves as capable contributors to protecting the environment. Through gardening, sustainability projects, caring for living things, nature play and learning about biodiversity, children begin to understand that people, animals, plants and Country are deeply interconnected.
When children are supported to develop empathy for living things and appreciation for the natural world, we are not only teaching sustainability — we are helping to grow future citizens who value respect, responsibility and stewardship for generations to come.
What is World Environment Day?
World Environment Day, celebrated annually on 5 June, is the largest international day dedicated to environmental awareness and action. Led by the United Nations Environment Programme since 1973, the day encourages governments, communities, organisations and individuals to take practical steps toward protecting the environment. Each year focuses on a specific environmental issue—such as climate change, biodiversity loss, pollution or ecosystem restoration—highlighting the urgent need for sustainable action. For early childhood settings, World Environment Day provides an opportunity to embed sustainability into everyday practice, empowering children to develop respect for nature, environmental responsibility and an understanding that their actions contribute to the wellbeing of future generations. This strongly aligns with the EYLF, National Quality Standard, and several United Nations Sustainable Development Goals, particularly SDG 13 (Climate Action) and SDG 15 (Life on Land).
What is Butterfly Education and Awareness Day?
Butterfly Education and Awareness Day, recognised on 6 June, aims to increase understanding of the vital role butterflies and other pollinators play in maintaining healthy ecosystems. Butterflies contribute to plant reproduction through pollination and act as indicators of environmental health, meaning declines in butterfly populations can signal broader ecological issues. The day promotes conservation, habitat protection and education about biodiversity, encouraging communities to support pollinator-friendly environments. In early childhood education, Butterfly Awareness Day offers rich opportunities for inquiry-based learning through exploring life cycles, habitats, native species, sustainability and caring for living things. Experiences centred around butterflies can help children develop empathy, environmental stewardship and appreciation for interconnected ecosystems, supporting SDG 15 (Life on Land) and fostering a deeper understanding of caring for Country and biodiversity protection.
Why are the United Nations Sustainable Development Goals (SDGs) Important in Early Childhood Education?
The United Nations Sustainable Development Goals (SDGs) provide a global framework for creating healthier, fairer and more sustainable communities by 2030. Although often associated with governments and large organisations, the foundations of these goals begin in early childhood. Early learning environments play a critical role in shaping children’s values, attitudes and behaviours regarding inclusion, sustainability, health, wellbeing and social responsibility.
Embedding the SDGs within early childhood programs helps children develop environmental awareness, empathy, problem-solving skills and an understanding that their choices can positively influence the world around them. Sustainability experiences such as recycling, gardening, reducing waste, caring for animals and learning about biodiversity directly support children to become active participants in protecting their environment.
Integrating the SDGs also aligns strongly with the Early Years Learning Framework (EYLF), National Quality Standard (NQS) and Exceeding practices, particularly through promoting agency, community engagement, sustainability and responsible citizenship.
The following SDGs align closely with World Environment Day and Butterfly Education and Awareness Day:
- SDG 13 – Climate Action: Encouraging environmental stewardship and sustainable habits.
- SDG 15 – Life on Land: Protecting biodiversity, insects, habitats and ecosystems.
- SDG 12 – Responsible Consumption and Production: Reducing waste, recycling and composting.
- SDG 4 – Quality Education: Building lifelong understanding through inquiry and exploration.
- SDG 3 – Good Health and Wellbeing: Supporting wellbeing through nature play and outdoor learning.
- SDG 11 – Sustainable Communities: Creating communities that value environmental responsibility.
By embedding these goals into everyday practice, services move beyond celebrating awareness days and instead create ongoing cultures of sustainability — something that contributes strongly toward genuine Exceeding practice.
Educational Programming Ideas
1. Butterfly Garden Project
Children plant butterfly-friendly flowers and learn about pollinators, habitats and biodiversity.
Link: Australian Pollinator Week — pollinator learning and garden ideas
2. Pollinator Investigation
Explore bees, butterflies, beetles and other pollinators through discussion, drawing and observation.
Link. Australian Museum — Who are the Pollinators?
https://australian.museum/learn/teachers/learning/bugwise/who-are-the-pollinators-stage-2
3. Caring for Country Nature Walk
Children walk through the outdoor environment, noticing plants, insects, weather, Country and ways to care for the land.
Link: Narragunnawali — Caring for Country Early Learning
https://www.narragunnawali.org.au/curriculum-resource/186/caring-for-country-early-learning
4. Sustainability in Everyday Practice
Set up recycling, composting, water-saving and gardening routines with children.
Link: ACECQA — EYLF Sustainability Information Sheet
5. Butterfly Life Cycle Learning
Children explore caterpillars, cocoons, butterflies and life cycles using stories, drawings and loose parts.
Link: Australian Museum — Pollinators Learning Resource
https://australian.museum/learn/teachers/learning/bugwise/who-are-the-pollinators-stage-2
6. Native Bee & Butterfly Pollination Discussion
Discuss how butterflies, bees and other insects help plants grow.
Link: Aussie Bee — Pollination of Flowers
https://www.aussiebee.com.au/pollination.html
7. Quality Area 3 Outdoor Environment Reflection
Use the outdoor environment to support sustainability, nature play and environmental responsibility.
Link: ACECQA — Quality Area 3 Physical Environment
https://www.acecqa.gov.au/sites/default/files/2019-09/QA3-INTRODUCTION.pdf
Extend Your Learning: Order a Real Caterpillar Kit (Western Australia)
One of the most powerful ways to deepen children’s understanding of Butterfly Education and Awareness Day is through observing a real butterfly life cycle in your service. Watching caterpillars grow, form a chrysalis and emerge as butterflies provides children with hands-on opportunities to explore biology, sustainability, life cycles, responsibility and caring for living things. These experiences strongly support EYLF Outcomes, Quality Area 1 (Educational Program and Practice) and Quality Area 3 (Physical Environment), while also linking directly to SDG 15 – Life on Land.
For services in Western Australia, caterpillar and butterfly kits must comply with strict biosecurity requirements. A WA-specific kit is recommended to ensure species and transport meet quarantine regulations. Some suppliers dispatch specifically to WA and include guidance for educators and classrooms. WA orders may attract additional inspection fees due to state biosecurity protections.
Recommended WA-friendly option:
Order a Western Australia Caterpillar/Chrysalis Kit here:
Butterfly Adventures – WA Chrysalis Kit (suitable for Western Australia)
WA kits are dispatched with consideration for local quarantine requirements and allow children to safely observe metamorphosis in real time.
Alternative classroom option:
Butterfly Adventures – Caterpillar Classroom Kit
Caterpillar Kit for education settings (WA version required for WA orders)
Designed for longer observation periods (approximately 4–6 weeks), supporting inquiry learning, documentation and ongoing programming.
Programming extension ideas while using a caterpillar kit:
- Daily observational drawings and journals
- Measuring caterpillar growth (early numeracy)
- Butterfly life cycle sequencing
- Discussions about pollinators and biodiversity
- Sustainability and habitat protection conversations
- Storytelling and loose parts provocations inspired by metamorphosis
- Releasing butterflies responsibly while discussing caring for Country and ecosystems
These experiences often become some of the most memorable sustainability projects children engage in — transforming abstract environmental concepts into meaningful, lived learning.
Quality Improvement Plan (QIP) Reflections
Quality Area 1 – Educational Program and Practice
Exceeding Theme 1: Practice was embedded in service operations
Educators embedded sustainability concepts into everyday curriculum experiences through butterfly life cycle investigations, pollinator discussions, gardening projects, composting routines, recycling practices and outdoor inquiry experiences. Children regularly engaged in conversations about biodiversity, caring for living things and environmental responsibility, demonstrating increasing understanding that people, plants, animals and ecosystems are interconnected.
Exceeding Theme 2: Practice was informed by critical reflection
Educators reflected on how environmental learning opportunities promoted children’s agency, curiosity and problem-solving skills. Reflection identified that sustainability experiences were most impactful when integrated across the year rather than limited to awareness events, resulting in increased intentional teaching around nature play, pollinator protection and caring for Country perspectives.
Exceeding Theme 3: Practice was shaped by meaningful engagement with families and/or community
Families contributed gardening materials, recyclable resources and sustainability practices used at home. Community resources relating to native wildlife, butterflies and environmental conservation informed programming, strengthening continuity between the service, home and broader community.
Quality Area 2 – Children’s Health and Safety
Exceeding Theme 1: Practice was embedded in service operations
Children participated in regular outdoor learning experiences including nature walks, gardening, insect observation and environmental exploration, supporting physical wellbeing, risk assessment skills and connection with nature. Sustainable food practices such as composting and gardening promoted understanding of healthy lifestyles and environmental health.
Exceeding Theme 2: Practice was informed by critical reflection
Educators critically reflected upon balancing opportunities for risky play and environmental exploration with safe supervision practices. Outdoor experiences were reviewed to ensure environments remained safe while encouraging curiosity and independence.
Exceeding Theme 3: Practice was shaped by meaningful engagement with families and/or community
Families shared home gardening experiences, sustainable practices and outdoor activities, strengthening children’s understanding of health, wellbeing and environmental responsibility across settings.
Quality Area 3 – Physical Environment
Exceeding Theme 1: Practice was embedded in service operations
The learning environment intentionally promoted sustainability through natural resources, recycling stations, gardens, composting systems and spaces supporting pollinators and biodiversity. Outdoor environments were used as active learning spaces where children explored insects, habitats and environmental changes.
Exceeding Theme 2: Practice was informed by critical reflection
Educators reflected on how the physical environment supported environmental stewardship and identified opportunities to further increase native plants, butterfly-friendly spaces and sustainable practices across the service.
Exceeding Theme 3: Practice was shaped by meaningful engagement with families and/or community
Families and community members contributed plants, natural materials and sustainability knowledge, supporting development of environmentally responsive learning spaces.
Quality Area 4 – Staffing Arrangements
Exceeding Theme 1: Practice was embedded in service operations
Educators worked collaboratively to embed sustainability, environmental responsibility and nature-based learning across the program. Staff intentionally modelled sustainable practices within daily routines, including recycling, reducing waste, caring for gardens, discussing biodiversity and demonstrating respect for living things. Educators consistently used intentional teaching strategies during butterfly investigations, pollinator learning, composting experiences and outdoor inquiry, ensuring sustainability remained an ongoing whole-team commitment rather than an isolated event.
Exceeding Theme 2: Practice was informed by critical reflection
The team critically reflected on educator confidence, knowledge and consistency when delivering sustainability and environmental learning experiences. Reflection identified opportunities for further professional development relating to sustainability, caring for Country perspectives, environmental stewardship and embedding the United Nations Sustainable Development Goals within curriculum planning. Ongoing discussions strengthened educator understanding of how everyday practices contribute to authentic Exceeding outcomes.
Exceeding Theme 3: Practice was shaped by meaningful engagement with families and/or community
Educators collaborated with families and community members to broaden sustainability knowledge and incorporate diverse perspectives into programming. Team discussions included family feedback, local environmental initiatives and community resources, strengthening educator practice and supporting shared responsibility for environmental learning. Partnerships enhanced staff capacity to provide meaningful experiences connected to biodiversity, pollinator protection and caring for Country.
Quality Area 5 – Relationships with Children
Exceeding Theme 1: Practice was embedded in service operations
Educators intentionally fostered children’s empathy, respect and responsibility toward living things through caring for gardens, observing insects and discussing environmental impacts. Children demonstrated increasing confidence advocating for sustainable practices within daily routines.
Exceeding Theme 2: Practice was informed by critical reflection
Critical reflection highlighted that environmental projects strengthened children’s sense of belonging, agency and responsibility, resulting in more opportunities for child-led inquiry and sustainability decision-making.
Exceeding Theme 3: Practice was shaped by meaningful engagement with families and/or community
Families shared sustainability values, environmental interests and cultural knowledge, supporting stronger relationships and continuity of environmental learning.
Quality Area 6 – Collaborative Partnerships with Families and Communities
Exceeding Theme 1: Practice was embedded in service operations
Partnerships with families and community organisations supported sustainability initiatives, environmental awareness and nature-based learning experiences. Resources from environmental groups informed programming and extended children’s understanding beyond the service.
Exceeding Theme 2: Practice was informed by critical reflection
Educators reflected upon how partnerships could further strengthen sustainability outcomes and identified opportunities to engage local environmental organisations, native wildlife groups and Aboriginal community perspectives regarding caring for Country.
Exceeding Theme 3: Practice was shaped by meaningful engagement with families and/or community
Family knowledge regarding gardening, sustainability and local environments was incorporated into programming, strengthening collaborative learning approaches.
Quality Area 7 – Governance and Leadership
Exceeding Theme 1: Practice was embedded in service operations
Leadership promoted sustainability as a whole-service priority through policies, professional discussions and ongoing quality improvement planning. Sustainable practices became embedded within everyday routines rather than occurring only during environmental awareness events.
Exceeding Theme 2: Practice was informed by critical reflection
Leaders critically reflected on how sustainability initiatives aligned with service philosophy, continuous improvement goals and Exceeding practice. Reflection informed future planning around environmental responsibility and community engagement.
Exceeding Theme 3: Practice was shaped by meaningful engagement with families and/or community
Leadership encouraged shared responsibility for sustainability by involving families, educators and community stakeholders in environmental initiatives and decision-making processes.
Useful Links & Resources
ACECQA Sustainability Resources
Early Childhood Australia Sustainability Learning
United Nations Sustainable Development Goals
United Nations Sustainable Development Goals
Environmental Education
Cool Australia Environmental Learning Resources
Aboriginal Perspectives & Caring for Country
Butterfly & Pollinator Learning
Australian Butterfly Conservation Association
BEST Childcare Consulting
By embedding environmental awareness into meaningful, everyday experiences, educators help children become capable, connected and environmentally responsible citizens who understand their role in protecting the world around them.
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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