Budget-Friendly Nature Play Ideas

~ Storykate ~ Leave a comment

What if the best learning experiences for children were already waiting outside your door—completely free?

Nature play doesn’t have to break the bank. In fact, some of the most meaningful outdoor experiences for children cost little to nothing at all. Here are some creative, budget-friendly nature play ideas that will inspire wonder, creativity, and connection with the natural world. They are all trialed in real ELCs and with real children plus children at heart.

Process Art with Natural Materials

One of the simplest yet most engaging activities is creating process art using tree bark. Take children on a nature walk to collect fallen bark pieces, then let them explore the textures, patterns, and possibilities. They can use the bark for printing, collage, or simply as a canvas for their artistic expression. This activity celebrates the journey of creation rather than focusing on a finished product, allowing children to explore freely without pressure.

Colour Hunt Adventures

Transform paint samples into a learning adventure! Visit your local Bunnings and grab free colour sample cards, then head outdoors for a colour matching scavenger hunt. Children can match the colours on their cards to flowers, leaves, rocks, and other natural treasures. This activity sharpens observation skills, teaches colour recognition, and gets kids moving while exploring their environment with fresh eyes.

Aboriginal Flag Colours in nature

Use nature to teach about culture and heritage. Explore the colours of the Aboriginal flag through natural materials: find yellow flowers or leaves to represent the sun, red earth or clay for the ochre, and dark soil or stones for the black. This activity opens conversations about Indigenous culture, respect for Country, and the deep connections between people and land.

Storytelling in Nature

Bring stories to life with simple puppet shows outdoors. Traditional tales like Tiddalick the Frog offer wonderful opportunities to combine storytelling with nature play. You can create simple puppets from natural materials or use soft toys, then act out stories under a shady tree. This nurtures imagination, language development, and a love for Australian stories and wildlife.

Read-Aloud Time Under the Sky

Take story time outside!

Books about Australian wildlife, like stories featuring galahs and magpies, become even more engaging when read in nature, where children might spot the real creatures. The outdoor setting adds sensory richness to the reading experience and helps children connect literary experiences with the natural world around them.

Songs and Rhymes about Nature

Classic songs like “Here is a Beehive” take on new meaning when performed outdoors. Use finger puppets or natural materials to enhance the experience. Singing in nature combines music, movement, and environmental awareness in a joyful package that costs nothing but creates lasting memories.

Can you guess what song will fit this play space?

Create a Sensory Garden Space

You don’t need a large area or expensive plants to create a sensory garden. Even a small patch with herbs like mint, rosemary, or lavender can provide rich sensory experiences. Children can touch soft leaves, smell fragrant flowers, listen to leaves rustling, and observe insects visiting blooms. A sensory garden grows over time and provides ongoing opportunities for exploration and discovery.

Why Nature Play Matters?

These simple activities offer so much more than entertainment. Nature play supports physical development, emotional wellbeing, creativity, and environmental awareness. It doesn’t require expensive equipment or elaborate planning, just a desire to step outside and explore.

The beauty of nature play is that it’s accessible to everyone. Plus nature is not only in nature reserves, it’s in your backyard, your local garden or park, in an urban environment. Right now, a raven is asking for food, as I finish writing this post.

So grab those free paint samples, collect some fallen bark on your next walk, and let nature be your classroom. The richest learning experiences often come from the simplest moments outdoors.

Early Childhood Educators’ Burtout is real

~ Storykate ~ Leave a comment

Have you ever come home from work feeling empty, like you used everything inside you just to get through the day? You try to smile, plan, and engage, but your energy is gone. Maybe your heart isn’t in it like it used to be. If that’s happening often, you might be edging toward burnout. I experienced burnout after 5 years of working as an educator, completing my degree and raising a child. It was tough.

Burnout in early childhood education is more than “just being tired”. It is a creeping drain on your passion, energy, and wellbeing. In Australia, it is not just anecdotal. Recent studies show educators are being stretched thinner than ever.

What the Research in Australia Says

As you know, I love evidence-based information.

  • A recent national survey of 570 early childhood educators found that more than three-quarters work an average of nine unpaid hours per week, and educators spend less than 30% of their day in uninterrupted interaction with children. (sydney.edu.au)
  • In a systematic review of 39 global studies (including those from Australia), burnout risk increased when educators had low social capital, weak organisational support, lack of career progression, and poor workplace relationships. (iier.org.au)

In other words, the workplaces were toxic, the status of the profession is low (we are undervalued), we feel unsupported at workplace and we feel stuck.

  • During the COVID-19 period, Australian ECEC leaders reported the sector being pushed into “burnout central”, having to adapt constantly, manage change, and deal with increased stress and staff turnover. (researchers.mq.edu.au)
  • Teachers across Australia are reporting mental health impacts at levels three times the national norm, with 90% of teachers indicating significant stress, and about 70% calling their workload “unmanageable”. (unsw.edu.au)

So yes, you are not imagining it. The system is pushing many educators to their limits.

🔍 Scientific signs of burnout in ECEC

These are the red flags you can notice in yourself before things get worse:

  1. Emotional exhaustion
    You feel depleted, drained, or like you have nothing left to give at the end of the day.
  2. Irritability and low tolerance
    Behaviours that used to feel normal now trigger you. You find it harder to respond calmly.
  3. Loss of enthusiasm or cynicism
    You start doubting your work, questioning your purpose, or feeling “why bother?”.
  4. Physical symptoms
    Headaches, digestive problems, sleep troubles, tension. Your body is telling you something.
  5. Reduced performance or mistakes
    You miss details, procrastinate more, and forget things you normally wouldn’t.
  6. Emotional withdrawal
    You avoid staff room talk, stop collaborating, or pull back from relationships at work.

📝 Quick Self-Check Quiz

Answer the following with Yes or No:

  • Do I often feel emotionally drained after a “normal” workday?
  • Have I become more negative or cynical about my role?
  • Is it hard to switch off from work when I’m home or during weekends?
  • Have I skipped breaks, meals, or rest just to get through the day?
  • Do I feel less effective at my job than I did before?

Interpretation:

  • 4–5 Yes = strong signs of burnout, take action now.
  • 2–3 Yes = you are under strain, a reset is urgent.
  • 0–1 Yes = you are doing okay for now, but check in often.

🌱 5 Ways to Reset

  1. Micro-breaks
    Even 60 to 120 seconds of deep breathing, stepping outside, or pausing to notice your surroundings can calm your system.
  2. Set boundaries
    Decide: “I will not do observations after 7 pm” or “No work on Sunday mornings.” Do not WORK at home!
  3. Lean on your network
    Talk with your colleagues, get a buddy, use supervision or coaching. You don’t have to solve everything solo.
  4. Reflect with journaling or logs
    Each day, write one thing that went well and one thing you found hard. Over time, you will see patterns and growth.
  5. Seek structural support or professional help
    If your service offers counselling, mentoring, or wellbeing programs, use them. Coaching, reflection, and counselling have shown effectiveness in reducing burnout risks in ECEC settings. (iier.org.au)

If you resonated with the quiz results, don’t wait for burnout to get worse. Pick just one of the five reset actions above and try it this week.

Mind Maps Turn One Idea Into Weeks of Curriculum

~ Storykate ~ Leave a comment

If you have ever stared at a blank planning page and thought, “Where do I even start,” try a mind map. One page. One central idea. Ten or twenty branches later, you will have a rich list of play, inquiry and documentation opportunities ready to go.

In early childhood, I use the words mind map and webbing interchangeably. A mind map is a simple diagram with a topic in the middle and ideas that branch out. It is fast, visual and perfect for play-based, inquiry-led planning.

Why mind maps work for curriculum planning

  • They show breadth at a glance. One topic becomes many experiences across the week.
  • They support divergent thinking. You see new links as you draw.
  • They make documentation easier. The map becomes your overview, then you add photos, child voice and reflections.
  • They help you connect to EYLF outcomes. Each branch can be tagged to one or more outcomes and to your service philosophy.
  • They invite collaboration. Children, educators and families can all add ideas.

https://youtu.be/8pVyoR7AFnQ?si=T8fgUbjZ0cu-qVbG

A real example: “Learning on Country” for 4–5 year olds

The mind map above places Learning on Country in the centre. From there, the branches open into curriculum possibilities that touch science, literacy, maths, the arts, physical development and cultural responsiveness.

Below are sample branches you add to enrich your program.

Nature play and water

  • Splashing in puddles, exploring streams, and water play near the shore
  • Choosing and reusing loose parts for waterways
  • Floating, sinking, pushing and pulling in water trays
  • Building bridges for small worlds
    EYLF links: Outcome 2, Outcome 4

Connecting with animals and insects

  • Observing snails and bees, learning gentle handling
  • Making field diaries, using magnifying glasses
  • Life cycles with leaves, using drawing or nature resources and felt
    EYLF links: Outcome 2, Outcome 5

Rocks, pebbles and sand

  • Rock and stone collecting, classifying by size, feel and colour
  • Creating mini rock soundscapes and percussion
  • Counting, sorting and simple patterning in trays
    EYLF links: Outcome 4, Outcome 5

Gardening and soil

  • Planting seeds, watering routines and composting
  • Worm farms, soil textures, caring for living things
  • Bush tucker or Indigenous plants, where appropriate
    EYLF links: Outcome 2, Outcome 3

Ourdoor storytelling

  • Outdoor storytelling with natural materials
  • Making stories with sticks, bark, leaves, seed pods and small dolls
  • Oral language, sequencing and new vocabulary in context
    EYLF links: Outcome 5, Outcome 1

Moving on Country

  • Running, balancing, climbing safely, simple obstacle paths
  • Playing with hula hoops, bean bags and pool noodles
  • Tracking animal tracks after rain
    EYLF links: Outcome 3

Embedding Aboriginal perspective: Wurundjeri seasons focus

  • Noticing local seasonal signs
  • Learning respectful Acknowledgement of Country
  • Songs, stories and artworks connected to local Country
    EYLF links: Outcome 2, Outcome 1

How to build your own curriculum mind map

  1. Choose one strong centre. A child’s interest, a place, a material or a question.
  2. Draw fast, one idea per branch. Do not judge the ideas while you write.
  3. Add mini branches for experiences, resources and intentional teaching prompts.
  4. Tag each branch. EYLF outcomes, risk notes, family connections, sustainability opportunities.
  5. Turn branches into plans. Lift two or three branches into your weekly program. Keep the rest for the following weeks.
  6. Document with the map. Add photos, child quotes and quick reflections straight onto or next to the map. Share with families and your educational leader.

Tips that make webbing practical

  • Use colour to group ideas by domain, such as movement, language, science or culture.
  • Keep a small icon set for quick tagging: magnifying glass for inquiry, book for literacy, leaf for sustainability.
  • Invite children to co-plan. Ask, “What else could we do with these rocks,” or “Where might we find signs of the season.”
  • Revisit the map each week. Circle what happened, star what to try next, and note any emerging interests.

The takeaway

Mind maps remove the blank page problem. From one centre, you can brainstorm a dozen high-quality, play-based experiences that honour children’s curiosity and your local Country. Use the map to plan, teach and document. It is simple, visual and it works.

5 Props That Transform Circle Time

~ Storykate ~ Leave a comment

Hey educators! Circle time doesn’t need to feel like “sit and listen.” With the right props, it becomes playful, hands-on, and meaningful. Here are five of my favourites that I use and demo often on Storykate YouTube.

1. Felt Balls – rhythm, counting, and calm

Children love the texture and weight of felt balls. They’re perfect for passing games, counting songs, and even simple mindfulness. Watch how I use them in action in my video on Circle Time with Props.

👉 Want ready-to-go ideas? Try my Circle Time Props Bundle with printable games and guides.

2. Scarves – movement and imagination

Scarves bring music alive. Float them like waves, hide behind them for peek-a-boo, or toss them high to practise gross motor skills. I show simple scarf games in this circle time playlist.

3. Puppets – your best co-teacher

A puppet instantly draws every eye in the circle. They’re perfect for storytelling, managing transitions, or introducing tricky topics. My favourite baby wombat puppet makes a regular appearance on Storykate videos.

👉 Looking for inspiration? Check out my course Teaching with puppets

4. Rhythm Sticks – beat and focus

With sticks, children can keep a steady beat, copy patterns, or invent their own music. They’re brilliant for building listening and coordination. I share rhythm stick routines in my music and movement videos.

I tried them with pre-service teachers last month and it was also a big hit!

5. Story Baskets – books that come alive

A story basket filled with objects from the book makes every child lean in. Instead of just listening, they get to hold the story. For ideas, see my video on Story Baskets for Early Learning.

👉 You’ll also find Story Baskets printables in my store, ready to use with your favourite books.

Why props matter

Props aren’t extras – they’re invitations. They make circle time interactive, inclusive, and joyful. When children have something to hold, wave, or share, they’re not just sitting in a group – they’re part of it.

💡 Want more? Head over to my chanenl for practical strategies and demonstrations!

https://www.youtube.com/@Storykate

Let’s talk money…

~ Storykate ~ Leave a comment

Hey educators,

A quick chat about money, I mean our educators’ award. As we work across diversity of centres, it may be confusing when it comes to salary and getting your paycheck.

First, let’s talk about the difference between these three: Award vs Enterprise Agreement vs VECTEA

  • Awards are the baseline pay and conditions set by the Fair Work Commission. In early childhood, the relevant one is the Children’s Services Award 2010. It sets minimum pay rates (e.g. Diploma Level 3.4 = $30.59/hr in July 2024), plus conditions like breaks and overtime. No employer can go below this.
  • Enterprise Agreement (EBA/EA) is a deal negotiated between an employer (like Goodstart, KU, G8) and its employees (often with a union). It sets out wages and conditions for that organisation, and must leave workers better off overall than the Award. An EA usually runs for a few years, then gets renegotiated. Because employers compete for staff, these agreements often pay above Award rates.
  • VECTEA (Victorian Early Childhood Teachers and Educators Agreement) is specific type of enterprise agreement for the community kindergarten sector in Victoria, negotiated with the Department of Education and the union. It covers both teachers and educators in sessional kinders, and is often described as the “gold standard” for conditions (lots of leave, guaranteed non-contact time, PD days), but the hourly pay rates aren’t always the highest compared with big LDC EBAs.

You may ask: why the differences matter? Let me explain:

Kindergarten (sessional, VECTEA) educators are covered by VECTEA. Pay can look lower per hour, but the trade-off is conditions: 10 weeks leave (HOLIDAYS!!!) , extra PD/organisation days, allowances, and protections like minimum non-contact time.

LDC (Long Day Care) educators are usually covered by the Children’s Services Award or an enterprise agreement their employer has in place. If it’s just the Award, pay is at the minimum. If it’s an EA, pay is usually higher. Big employers like Goodstart or KU have EBAs with boosted pay (recently Goodstart added 10% in 2024).

In practice

  • A Diploma educator in LDC on a strong EA might be paid more per hour than a Diploma under VECTEA.
  • A Diploma educator in LDC on just the Award would usually earn less than a VECTEA diploma.
  • VECTEA wins on overall work-life balance and entitlements; LDC EBAs can win on wages.

What award are you on?

What’s changed in 2025?

  • Awards went up on 1 July 2025 (these are the national minimum pay scales set by Fair Work).
    • Diploma in LDC: now about $31.66/hr.
    • From December 2024, wages in LDC got a 10% lift.
    • From December 2025, they’ll get another 5%.
    • This only applies in services that get CCS funding (long day care, not sessional kindergartens).

What about Early Childhood Teachers or ECTs? It depends on where you work, of course.

ECTs in Long Day Care are usually covered by the Educational Services (Teachers) Award 2020, or by an enterprise agreement if the service has one (e.g. Goodstart, KU, some council-run centres).

Award base rates for a 4-year trained ECT (as of July 2024) start around $69K and move into the mid-$80Ks annually. Under strong EBAs, this can be higher, for example, Goodstart’s EA has pulled rates up by 10% in 2024, with another 5% coming. Non-contact time exists, but it may be more limited than in sessional kindergarten

ECTs in Community Kindergartens (on VECTEA in Victoria)

  • We are covered by the Victorian Early Childhood Teachers and Educators Agreement (VECTEA). This is a sector-wide enterprise agreement for funded 3- and 4-year-old kindergarten programs in community or council settings.
  • The hourly rates translate into salaries from the mid-$70Ks up to over $100K for experienced teachers (depending on classification). Not the very highest headline salaries in Australia, but strong compared to LDC Award.

VECTEA is good for many reasons: 46/52 model (paid 46 weeks across the year, with 10–12 weeks paid leave), guaranteed non-contact time, PD and organisational days built into the year, there are allowances for roles like Nominated Supervisor or First Aid. These conditions make community kinder very attractive for many teachers, even if raw salary is sometimes below private school levels.

  • VECTEA (community kinder) in 2025 still in place while the new agreement is being worked on.
  • Pay went up a little in July 2025 (linked to Fair Work’s annual increase).
  • Example: A new teacher in VECTEA gets about $36.50/hr, while an experienced teacher can earn over $52/hr.
  • So by the end of 2025, LDC teachers may out-earn VECTEA teachers on raw pay.

ECTs in Private Schools (including Independent and Catholic schools)

I recently visited a private school as a relief teacher and was very impressed by their resources and program. ECTs usually are hired under the relevant Schools Enterprise Agreement (Catholic EA, Independent Schools EA, or the state government’s public school agreement if employed in a state school with an ELC attached).

  • Teachers are generally aligned to primary school pay scales. That means salaries from ~$75K for a graduate up to $120K+ for experienced teachers or those with leadership allowances. In some cases, ECTs in private school kindergartens earn more than both VECTEA and LDC teachers.

There are a few perks as well. ECTs in private schools enjoy long school breaks and smaller classes, pay parity with primary teachers and a lot of PDs that are paid four.