CHCECE037 Support Children to Connect with the Natural Environment: 2026 Assessment Guide (Australia)

CHCECE037 assessment answers are important for students studying Early Childhood Education and Care in Australia. This unit is not optional. It is a core unit in both the CHC30121 Certificate III and the CHC50121 Diploma of Early Childhood Education and Care.

CHCECE037 focuses on helping children build a strong connection with the natural environment. This is more than outdoor play. It is about helping children understand that they are part of nature. They are not separate from it.

The unit aligns with EYLF 2.0 (Early Years Learning Framework Version 2.0). It also links directly to the National Quality Standard (NQS), mainly Quality Area 3 – Physical Environment. Because of this, assessors expect clear planning, clear evidence, and clear links to learning outcomes.

Many students lose marks because they misunderstand this unit. Some reuse old content from CHCECE012. Others do not explain sustainability properly. This guide helps you avoid those mistakes.

This 2026 guide explains CHCECE037 in simple language. It follows current Australian standards. It is written to help students understand what assessors want to see.

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Introduction: Understanding CHCECE037 in Early Childhood Education

CHCECE037 is a core unit in Early Childhood Education and Care. It teaches educators how to support children to connect with the natural environment in meaningful and ongoing ways.

This unit is part of:

• CHC30121 Certificate III in Early Childhood Education and Care
• CHC50121 Diploma of Early Childhood Education and Care

The main goal of CHCECE037 is simple. Children should learn to understand nature, respect it, and care for it. This includes land, plants, animals, and resources.

The unit focuses on nature pedagogy. Nature pedagogy means teaching through nature. It helps children see that humans, animals, and plants all depend on each other.

This unit strongly supports EYLF 2.0. EYLF Outcome 2 states that children are connected with and contribute to their world. CHCECE037 supports this outcome through daily experiences, play, and routines.

CHCECE037 also links directly to NQS Quality Area 3 – Physical Environment. This quality area focuses on how spaces are used to support learning. It also focuses on sustainability and care for the environment.

In this unit, students must show they can:

• Support children to understand interdependence
• Help children value nature and recycled materials
• Encourage sustainable habits in daily routines

CHCECE037 is a mandatory unit. Students must complete it to gain their qualification. Assessors expect students to follow current standards. Old answers and vague examples are not accepted.

This guide explains the unit clearly. It helps students understand what to do, what to show, and how to link their work to EYLF 2.0 and NQS.

Unit Overview: CHCECE037 vs. CHCECE012

Many students still search for CHCECE012. This causes confusion.

CHCECE037 is the current unit.
CHCECE012 is an old unit.
They are not equivalent.

CHCECE037 has replaced CHCECE012. Students must not submit work written for the old unit. Assessors can easily see the difference.

The key change is focus.

CHCECE012 focused on helping children connect with the world in general. CHCECE037 focuses clearly on the natural environment.

CHCECE037 places a strong focus on:

• Sustainability
• Interdependence
• Environmental responsibility

Interdependence means understanding how living things rely on each other. This includes:

• Plants needing insects to grow
• Animals needing plants for food
• Humans needing clean land, air, and water

Students must explain these ideas clearly in their assessment answers.

The new unit also requires stronger evidence. Students must show:

• Intentional teaching
• Planned experiences
• Links to EYLF 2.0
• Links to NQS Quality Area 3

Simple statements are not enough. For example, saying “children played outside” is not acceptable. Students must explain what children learned and how the educator supported learning.

This is where many students struggle.

Understanding the difference between CHCECE037 and CHCECE012 helps students avoid resubmissions. It also builds trust with assessors.

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Official Elements and Performance Criteria (Authority Table)

CHCECE037 follows rules set by training.gov.au. The unit has three main elements. Each element shows what the educator must do. Each one also shows what the assessor checks.

Knowing these elements helps students pass the assessment. It also helps avoid missing evidence.

The table below follows the official unit format. It also shows how each element works in real life.

Element Number	Mandatory Outcome	Real-World Application
Element 1	Support understanding of the natural environment	Talk with children about how plants, animals, and people need each other. Example: Explain how bees help flowers grow.
Element 2	Develop appreciation of the natural environment	Use natural and recycled items in play. Example: Use stones, bark, and seed pods for art instead of plastic beads.
Element 3	Enhance engagement with the natural environment	Teach children how to care for nature. Example: Use a compost bin or worm farm to reduce waste.

Element 1: Support Understanding

This element focuses on interdependence.
Interdependence means living things need each other to live.

Children learn that:

• Plants need water and sunlight
• Animals need plants and shelter
• People need land, air, and water

Educators support this learning through talk and play. It should happen during daily routines.

Simple language works best.

Examples include:
“Bees help plants grow.”
“Trees give us shade.”

Assessors look for clear support. Long talks are not needed.

Element 2: Develop Appreciation

This element focuses on helping children value nature.

Children should explore real items from nature. They should also use recycled items.

Good materials include:

• Leaves
• Sand
• Stones
• Sticks
• Cardboard

Plastic items can be used. But they should not be the main focus.

Educators must explain why natural items are used. They must also show how children are taught to care for them.

Element 3: Enhance Engagement

This element focuses on doing, not just learning.

Children should take part in caring for the environment.

This may include:

• Turning off taps
• Sorting rubbish
• Watering plants
• Being gentle with animals

Children learn best when they help. Small actions matter.

Assessors want to see real and repeated actions.

Mapping to the National Quality Standard (NQS)

CHCECE037 links directly to the National Quality Standard.
The strongest link is with Quality Area 3: Physical Environment.

Quality Area 3 looks at how spaces support learning. It also looks at sustainability.

This unit links mainly to two elements.

Element 3.2.1 – Inclusive Environment

This element states that spaces must support every child.

This means:

• All children can access materials
• Spaces suit different needs
• Areas are safe and flexible

Examples include:

• Natural items inside the room
• Gardens or pots outside
• Sensory bins for different learners

The environment should invite play and learning.

Element 3.2.3 – Environmentally Responsible

This element focuses on caring for the environment.

Children should learn how to:

• Reduce waste
• Save water and energy
• Respect living things

CHCECE037 activities often link to Element 3.2.3. Missing this link can lower marks.

Students must clearly show how their activity supports sustainability.

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Incorporating Aboriginal and Torres Strait Islander Perspectives

This part is required in CHCECE037.

At least one of the three activities must include Aboriginal or Torres Strait Islander perspectives.

A key idea is Caring for Country.

Caring for Country means people belong to the land. The land is not owned. It is cared for and respected.

Children can learn this through simple ideas:

• Looking after plants
• Being kind to animals
• Respecting nature

Using Native Plants and Local Land

Educators should use local native plants when possible.

Examples of local land names include:

• Noongar land
• Wurundjeri land
• Eora land

Plants can be labelled with English and local names. Simple facts or stories may also be shared.

You do not need expert knowledge. You must show respect and care.

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CHCECE037 Assessment Requirements: Performance and Knowledge Evidence

CHCECE037 has two main parts.
Students must provide performance evidence and knowledge evidence.

Both parts are required. Missing one can lead to a fail.

Performance Evidence

Students must show that they supported children to connect with the natural environment on three different occasions.

The rules are clear:

• At least one indoor experience
• At least one outdoor experience
• At least one experience with Aboriginal or Torres Strait Islander perspectives

Each occasion must show the educator’s role. This includes:

• Planning the activity
• Supporting children during play
• Reflecting on what children learned

The educator must be active. Watching children is not enough.

Examples of suitable activities include:

• Indoor sensory play with natural items
• Gardening outdoors
• Composting or caring for plants
• Nature walks with guided talk

Assessors want to see that learning happens over time. One short activity is not enough.

Knowledge Evidence

Students must also answer written questions.

These questions test understanding of key ideas in the unit.

One important idea is Nature Deficit Disorder.

Nature Deficit Disorder explains what can happen when children spend little time outdoors.

Children may show:

• Stress
• Low focus
• Less social play

Nature play helps reduce these issues.

Outdoor and nature-based play can:

• Improve mood
• Build confidence
• Support friendships

Students must explain these ideas using simple examples. Long theories are not needed.

Benefits of Nature Play in Early Childhood Education

Nature play supports children in many ways. It supports both the body and the mind.

Physical Benefits

Nature play helps children move their bodies.

Children may:

• Run
• Climb
• Dig
• Balance

These movements support:

• Gross motor skills
• Strength
• Coordination

Outdoor spaces give children room to move freely.

Mental and Emotional Benefits

Nature helps children feel calm.

Children often feel:

• Less stress
• More relaxed
• More focused

Natural spaces also support imagination. Children create games using sticks, sand, or leaves.

This helps with:

• Problem solving
• Confidence
• Emotional control

Nature play supports whole-child development.

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Sample CHCECE037 Assessment Answer (Experience Plan)

Below is a simple example of a gold-standard experience plan. It follows assessment rules and uses clear links.

Educator Name: Sharon James
Experience Type: Indoor Play
Activity Name: Native Sensory Bin

NQS Link: Element 3.2.3 – Environmentally Responsible
EYLF Outcome: Outcome 2 – Children are connected with and contribute to their world
Learning Goal: Support sustainability and respect for living things

Context

This activity takes place indoors. It supports children to explore natural items. It also helps children learn how to care for the environment.

Materials Used

• Sand
• Leaves
• Stones
• Seed pods
• Small bowls

All materials are natural or reused.

Experience Description

The educator sets up the sensory bin on a low table. Children explore the items using their hands.

The educator talks with children during play.

Simple questions are asked:
“Where do leaves come from?”
“How should we treat plants?”

Children are encouraged to touch gently and return items after use.

Educator Role

The educator:

• Guides discussion
• Models care for materials
• Supports shared play

This shows intentional teaching.

Learning Outcome

Children show curiosity.
They use calm movements.
They talk about nature.

EYLF Mapping

Outcome 2.4:Children become socially responsible and show respect for the environment.

NQS Mapping

Element 3.2.3:Children take part in caring for the environment.

Why This Sample Works

This example:

• Meets indoor activity rules
• Links to EYLF and NQS
• Shows educator support
• Uses simple language

Assessors look for clarity, not complexity.

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Top Challenges and Pro-Tips for Success

Many students struggle with CHCECE037. The unit looks simple, but assessors expect proof.

Below are common challenges and clear ways to handle them.

Challenge 1: Access to Evidence

Some students are not observed in person. This can happen in busy services or distance study.

Why this is a problem :

Assessors still need proof that you supported children.

Pro-Tip

Use third-party reports.

Ask your workplace supervisor to:

• Observe your activity
• Sign a report
• Confirm your role

You can also include:

• Photos (no child faces)
• Planning notes
• Reflection logs

Assessors accept this if it is clear and honest.

Challenge 2: Showing Intentional Teaching

Many students describe the activity but forget to explain their role.

Why this is a problem:

CHCECE037 focuses on educator support, not free play.

Pro-Tip

Always explain:

• What you said
• What questions you asked
• How you guided children

Even short examples help. Simple words are enough.

Challenge 3: Technology Integration

Some students avoid using technology. Others use it without purpose.

Why this is a problem:

The unit expects basic digital skills.

Pro-Tip

Use technology in small ways.

Examples:

• Look up local birds on a tablet
• Watch a short clip about insects
• Take photos of plant growth

Explain how this supports learning. Keep it simple.

Verified Australian Resources (E-E-A-T Section)

Using trusted sources improves your assessment quality. It also shows accuracy.

Below are verified Australian resources used by educators and assessors.

Training.gov.au

This site provides the official unit descriptor for CHCECE037.

Use it to:

• Check elements
• Understand performance criteria
• Confirm unit currency

ACECQA.gov.au

ACECQA provides the National Quality Standard and guidance notes.

Use it to:

• Link activities to Quality Area 3
• Understand Elements 3.2.1 and 3.2.3

Aussie Childcare Network

This platform supports educators through:

• Peer discussion
• Practical examples
• Reflection ideas

It is useful for real-world understanding.

Frequently Asked Questions

Q.1 How many occasions of nature support are required?

Three occasions are required. At least one must be indoor. One must be outdoor. One must include Aboriginal or Torres Strait Islander perspectives.

Q.2 Can I use plastic recycled materials?

Yes. Recycled plastic items may be used. Natural materials are preferred and should be the main focus of the activity.

Q.3 What does interdependence mean in CHCECE037?

Interdependence means people, plants, and animals rely on each other to live. This idea must be explained to children.

Conclusion and Related Course Units

CHCECE037 is a key unit in Early Childhood Education and Care. It teaches children to respect nature and care for the environment. It also helps children understand their role in the world.

To pass this unit, students must:

• Follow current unit rules
• Link work to EYLF 2.0
• Map activities to NQS Quality Area 3
• Provide clear evidence

This unit works closely with other core units.

You may also find these helpful:

• CHCECE031 – Support Health, Safety, and Wellbeing
• CHCECE038 – Observe Children to Inform Practice

Both units support planning, observation, and reflection skills used in CHCECE037.

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