Sharini Samarakoon is a Mixed Media Artist who has shown and sold her work in a number of exhibitions. She is also a Registered Art Therapist having completed a Masters in Art Therapy, and worked for over 6 years with Indigenous Communities around NSW with a focus on healing transgenerational trauma through art. Along with a qualification in Project Management and experience working on a variety of different projects focused on Allied Health and a Diploma in Early Childhood Education.

I am passionate about creating spaces that are interactive, engaging and collaborative. My mission is to provide creative products and services that support social and emotional wellbeing. This involves exploring creative expression with a diverse range of stakeholders - including children, educators, families, and communities by utilizing sustainable materials and building strong relationships.

Problem Statement:

ACECQA states that ‘the environment should promote each child’s wellbeing and support their growing competence, confidence and independence’ (2011, p.50). The Reggio Emilia approach, a pedagogical approach to early childhood education, aligns with this perspective, recognising the natural environment as the “third teacher”. This highlights the importance of ensuring that physical environments are an important component of quality for children, educators, families and community.

However, the problem lies in there not being enough time to create these environments, along with the necessary skills and training to utilise resources effectively and efficiently. Whilst also capturing the voices of all the stakeholders involved -children, educators, families and community.

Services supporting Early Learning Framework (EYLF) and National Quality Standards (NQS):

• Conducting staff training to upskill educators’ creative capacities. This includes collaborating to develop projects for both the indoor and outdoor environments that will support ongoing learning and wellbeing – EYLF Learning Goal 4, NQS 1, NQS 3, NQS 4 and NQS 5.

• Working with children to co-create long-term installations/ environments that will support ongoing learning and wellbeing. This would center on understanding the importance of sustainable practices and practical approaches to care for the environment. For example: planting Indigenous plants, using recycled materials such as tyres to create planters and using plastic bottles as propagation stations for food scraps – EYLF Learning Goal 2, EYLF Learning Goal 4.1, NQS 1, NQS 4 and NQS 5.

• Providing consulting services to centers in order to ensure tailored solutions. This will involve collaboration with all stakeholders involved such as children, educators and families – EYLF Learning Goal 2, EYLF Learning Goal 4 and EYLF Learning Goal 6, NQS 1, NQS 3, NQS 4 and NQS 6.

• Services supporting Early Learning Framework (EYLF) and National Quality Standards (NQS):

  • Completed Outdoor or Indoor installations/environments that are specific to each Centre’s requirements and needs. An assessment will be undertaken, along with the costing of the budget for materials and hours required to complete specific projects – NQS 3 and NQS 7.

  • Documentation of the pedagogy of the project. This will include images of the process from start to finish, along with links to the EYLF Framework, National Quality Standards and the Child Theorists that support the underpinnings of each project – NQS 3 and NQS 7.

  Images of work done:

Yarning Circle - Collaboration with an Indigenous Artist and children

Community Garden - Collaboration with educators, children and parents.