Professional development›Workshops
In-service workshop
Pebbles, Puddles and Possibilities: exploring nature pedagogy in practice
Your team learns to give children the time, space, and autonomy to learn in nature, then notice and extend that learning, with adventurous play, STEAM, and connection to Country woven through.
Professional development›Workshops
In-service workshop
Pebbles, Puddles and Possibilities: exploring nature pedagogy in practice
Your team learns to give children the time, space, and autonomy to learn in nature, then notice and extend that learning, with adventurous play, STEAM, and connection to Country woven through.
About the workshop
Nature pedagogy, with intention
When children and young people learn in the natural world, they experience rich, embodied learning that supports wellbeing, curiosity, and creativity. It builds a deep sense of belonging. Your team reconnects with the magic, meaning, and possibility of that learning.
Your team learns nature pedagogy as an intentional, reflective approach. Educators slow down, notice more deeply, and give children the time, space, and autonomy to lead their own play, building relationships, regulation, agency, and joy, from the early years to school age care.
The workshop is aligned with the National Quality Framework. It helps your team embed nature-based learning in ways that respect Country, respond to your community, and fit everyday practice.
‘Children can’t bounce off the walls if we take away the walls.’
Erin Kenny
About the workshop
Nature pedagogy, with intention
When children and young people learn in the natural world, they experience rich, embodied learning that supports wellbeing, curiosity, and creativity. It builds a deep sense of belonging. Your team reconnects with the magic, meaning, and possibility of that learning.
Your team learns nature pedagogy as an intentional, reflective approach. Educators slow down, notice more deeply, and give children the time, space, and autonomy to lead their own play, building relationships, regulation, agency, and joy, from the early years to school age care.
The workshop is aligned with the National Quality Framework. It helps your team embed nature-based learning in ways that respect Country, respond to your community, and fit everyday practice.
‘Children can’t bounce off the walls if we take away the walls.’
Erin Kenny
On the day
What your team explores together
In three hands-on hours with Linda, your team explores:
- how connection with nature supports children’s learning, development, and wellbeing
- the core principles of nature pedagogy, and research-informed ways to design high-quality play across age groups
- authentic, place-based connections with Country that are locally relevant and culturally respectful
- adventurous and risky play, including meaningful risk-benefit analysis
- how to identify, extend, and articulate STEAM learning in nature
- planning in-nature programs: legislative requirements, site suitability, sustainability, and educator roles and induction
Your team leaves with
- the key principles and philosophy behind nature pedagogy
- respectful approaches for embedding First Nations perspectives and connections with Country
- practical strategies for supporting adventurous play
- ways to bring STEAM learning into nature-based experiences
- clarity on supervision, safety, and sustainability for in-nature programs
On the day
What your team explores together
In three hands-on hours with Linda, your team explores:
- how connection with nature supports children’s learning, development, and wellbeing
- the core principles of nature pedagogy, and research-informed ways to design high-quality play across age groups
- authentic, place-based connections with Country that are locally relevant and culturally respectful
- adventurous and risky play, including meaningful risk-benefit analysis
- how to identify, extend, and articulate STEAM learning in nature
- planning in-nature programs: legislative requirements, site suitability, sustainability, and educator roles and induction
Your team leaves with
- the key principles and philosophy behind nature pedagogy
- respectful approaches for embedding First Nations perspectives and connections with Country
- practical strategies for supporting adventurous play
- ways to bring STEAM learning into nature-based experiences
- clarity on supervision, safety, and sustainability for in-nature programs
The thinking
Grounded in research on nature and wellbeing
Four bodies of work sit under the workshop, each showing why time in nature matters for children.
Nature connectedness
Richardson, 2025; Arola et al., 2023
Nature connection and time in nature are linked to children’s wellbeing, and how children engage with nature matters.
Nature play and social development
Burgess and Ernst, 2020
Children in nature-based programs show stronger peer interaction and social play. These environments create chances for shared problem-solving, cooperation, and relationship-building.
Biophilia and wellbeing
Capaldi et al., 2014; Pritchard et al., 2020
Theories of biophilia suggest people have an inherent need to connect with the natural world. Stronger connection with nature is linked to greater happiness and wellbeing.
Connection to Country and spiritual wellbeing
EYLF V2.0 and MTOP V2.0
Both approved learning frameworks recognise the deep connection between Aboriginal and Torres Strait Islander peoples, Country, and spirituality. Respectful, place-based connections to Country support children’s belonging, identity, and wellbeing.
Your facilitator: Linda Price
Linda is a VIT-registered teacher with more than a decade of teaching and educational leadership experience. She co-created and taught an award-winning bush kinder program at Kinglake Ranges Children’s Centre in rural Victoria. The planning, supervision, and risk-benefit thinking she brings to your team comes from running that program. She has also guest lectured at RMIT and La Trobe University.
References for this page
Arola, T., Aulake, M., Ott, A., Lindholm, M., Kouvonen, P., Virtanen, P., & Paloniemi, R. (2023). The impacts of nature connectedness on children’s well-being: Systematic literature review. Journal of Environmental Psychology, 85, Article 101913. https://doi.org/10.1016/j.jenvp.2022.101913
Australian Government Department of Education. (2022). Belonging, being and becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Australian Government Department of Education. (2022). My time, our place: Framework for school age care in Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/MTOP-V2.0.pdf
Burgess, E., & Ernst, J. (2020). Beyond traditional school readiness: How nature preschools help prepare children for academic success. The International Journal of Early Childhood Environmental Education, 7(2), 17–33. https://naturalstart.org/sites/default/files/journal/6._final_burgess_ernst.pdf
Capaldi, C. A., Dopko, R. L., & Zelenski, J. M. (2014). The relationship between nature connectedness and happiness: A meta-analysis. Frontiers in Psychology, 5, Article 976. https://doi.org/10.3389/fpsyg.2014.00976
Kenny, E. K. (2013). Forest kindergartens: The Cedarsong Way. Cedarsong Nature School.
Pritchard, A., Richardson, M., Sheffield, D., & McEwan, K. (2020). The relationship between nature connectedness and eudaimonic well-being: A meta-analysis. Journal of Happiness Studies, 21(3), 1145–1167. https://doi.org/10.1007/s10902-019-00118-6
Richardson, M. (2025). Modelling nature connectedness within environmental systems: Human-nature relationships from 1800 to 2020 and beyond. Earth, 6(3), Article 82. https://doi.org/10.3390/earth6030082
The thinking
Grounded in research on nature and wellbeing
Four bodies of work sit under the workshop, each showing why time in nature matters for children.
Nature connectedness
Richardson, 2025; Arola et al., 2023
Nature connection and time in nature are linked to children’s wellbeing, and how children engage with nature matters.
Nature play and social development
Burgess and Ernst, 2020
Children in nature-based programs show stronger peer interaction and social play. These environments create chances for shared problem-solving, cooperation, and relationship-building.
Biophilia and wellbeing
Capaldi et al., 2014; Pritchard et al., 2020
Theories of biophilia suggest people have an inherent need to connect with the natural world. Stronger connection with nature is linked to greater happiness and wellbeing.
Connection to Country and spiritual wellbeing
EYLF V2.0 and MTOP V2.0
Both approved learning frameworks recognise the deep connection between Aboriginal and Torres Strait Islander peoples, Country, and spirituality. Respectful, place-based connections to Country support children’s belonging, identity, and wellbeing.
Your facilitator: Linda Price
Linda is a VIT-registered teacher with more than a decade of teaching and educational leadership experience. She co-created and taught an award-winning bush kinder program at Kinglake Ranges Children’s Centre in rural Victoria. The planning, supervision, and risk-benefit thinking she brings to your team comes from running that program. She has also guest lectured at RMIT and La Trobe University.
References for this page
Arola, T., Aulake, M., Ott, A., Lindholm, M., Kouvonen, P., Virtanen, P., & Paloniemi, R. (2023). The impacts of nature connectedness on children’s well-being: Systematic literature review. Journal of Environmental Psychology, 85, Article 101913. https://doi.org/10.1016/j.jenvp.2022.101913
Australian Government Department of Education. (2022). Belonging, being and becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Australian Government Department of Education. (2022). My time, our place: Framework for school age care in Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/MTOP-V2.0.pdf
Burgess, E., & Ernst, J. (2020). Beyond traditional school readiness: How nature preschools help prepare children for academic success. The International Journal of Early Childhood Environmental Education, 7(2), 17–33. https://naturalstart.org/sites/default/files/journal/6._final_burgess_ernst.pdf
Capaldi, C. A., Dopko, R. L., & Zelenski, J. M. (2014). The relationship between nature connectedness and happiness: A meta-analysis. Frontiers in Psychology, 5, Article 976. https://doi.org/10.3389/fpsyg.2014.00976
Kenny, E. K. (2013). Forest kindergartens: The Cedarsong Way. Cedarsong Nature School.
Pritchard, A., Richardson, M., Sheffield, D., & McEwan, K. (2020). The relationship between nature connectedness and eudaimonic well-being: A meta-analysis. Journal of Happiness Studies, 21(3), 1145–1167. https://doi.org/10.1007/s10902-019-00118-6
Richardson, M. (2025). Modelling nature connectedness within environmental systems: Human-nature relationships from 1800 to 2020 and beyond. Earth, 6(3), Article 82. https://doi.org/10.3390/earth6030082
Booking options
Choose the format that suits your team
For your whole team
The workshop
Three hands-on hours with Linda at your service, shaping nature pedagogy to fit your setting and your community.
For one educator, any time
The online course
Pebbles, puddles and possibilities: an introduction to nature pedagogy is a one-hour guided video with Linda and a reflective workbook: a starting point for the ideas the workshop takes further.
The details
Who attends
Your team, educators and leaders together
Length
Three hours, hands-on
Where
In person at your service, or live on Zoom
Facilitator
Linda Price
Investment
Quoted on request for your service
Funding
Kindy Uplift for eligible Queensland services in 2026; School Readiness Funding, used flexibly, for some Victorian services
How booking works
From enquiry to workshop day
-
1
Send an enquiry
Use our contact form to tell us your location, team size, and preferred dates.
-
2
Get your quote
We send a quote and Linda’s available dates.
-
3
Workshop day
Linda works with your team in person at your service, or live on Zoom.
‘Super engaging and hands-on, and it supported the team with connection. The group experiences gave the team fresh ideas and insight into capturing children’s focus and interest while supporting their needs. The team are already embedding these group time activities, and building wish lists to start their journey into risky play.’
Mel M.
Booking options
Choose the format that suits your team
For your whole team
The workshop
Three hands-on hours with Linda at your service, shaping nature pedagogy to fit your setting and your community.
For one educator, any time
The online course
Pebbles, puddles and possibilities: an introduction to nature pedagogy is a one-hour guided video with Linda and a reflective workbook: a starting point for the ideas the workshop takes further.
The details
Who attends
Your team, educators and leaders together
Length
Three hours, hands-on
Where
In person at your service, or live on Zoom
Facilitator
Linda Price
Investment
Quoted on request for your service
Funding
Kindy Uplift for eligible Queensland services in 2026; School Readiness Funding, used flexibly, for some Victorian services
How booking works
From enquiry to workshop day
-
1
Send an enquiry
Use our contact form to tell us your location, team size, and preferred dates.
-
2
Get your quote
We send a quote and Linda’s available dates.
-
3
Workshop day
Linda works with your team in person at your service, or live on Zoom.
‘Super engaging and hands-on, and it supported the team with connection. The group experiences gave the team fresh ideas and insight into capturing children’s focus and interest while supporting their needs. The team are already embedding these group time activities, and building wish lists to start their journey into risky play.’
Mel M.
Quality Areas 1, 2, 3, 5, 6, and 7
NQS alignment
Mapping this workshop to your Quality Improvement Plan? Open each area for the Elements it supports, then the teacher standards, the Child Safe Principles, and two state funding programs.
Quality Area 1: Educational program and practice
Element 1.1.2Child-centred
Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.
Element 1.2.1Intentional teaching
Educators are deliberate, purposeful, and thoughtful in their decisions and actions.
Element 1.2.3Child directed learning
Each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world.
Quality Area 2: Children’s health and safety
Element 2.2.1Supervision
At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.
Element 2.2.3Child safety and protection
Management, educators and staff are aware of their roles and responsibilities regarding child safety, including the need to identify and respond to every child at risk of abuse or neglect.
Quality Area 3: Physical environment
Element 3.2.1Inclusive environment
Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments.
Element 3.2.2Resources support play-based learning
Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.
Element 3.2.3Environmentally responsible
The service cares for the environment and supports children to become environmentally responsible.
Quality Area 5: Relationships with children
Element 5.1.1Positive educator to child interactions
Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.
Quality Area 6: Collaborative partnerships with families and communities
Element 6.2.3Community engagement
The service builds relationships and engages with its community.
Quality Area 7: Governance and leadership
Element 7.1.2Management systems
Systems are in place to manage risk and enable the effective management and operation of a quality service that is child safe.
Element 7.1.3Roles and responsibilities
Roles and responsibilities are clearly defined, and understood, and support effective decision-making and operation of the service.
Element 7.2.1Continuous improvement
There is an effective self-assessment and quality improvement process in place.
Australian Professional Standards for Teachers
Focus Area 1.1Physical, social and intellectual development and characteristics of students
Focus Area 1.2Understand how students learn
Focus Area 1.4Strategies for teaching Aboriginal and Torres Strait Islander students
Focus Area 2.1Content and teaching strategies of the teaching area
Focus Area 2.4Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Focus Area 3.2Plan, structure and sequence learning programs
Focus Area 4.4Maintain student safety
Read the Australian Professional Standards for Teachers on the AITSL site
National Principles for Child Safe Organisations
Principle 1Child safety and wellbeing is embedded in organisational leadership, governance and culture.
Principle 2Children and young people are informed about their rights, participate in decisions affecting them and are taken seriously.
Principle 4Equity is upheld and diverse needs respected in policy and practice.
Principle 5People working with children and young people are suitable and supported to reflect child safety and wellbeing values in practice.
Principle 8Physical and online environments promote safety and wellbeing while minimising the opportunity for children and young people to be harmed.
Kindy Uplift priority areas (Queensland)
Priority area 1Culturally safe, inclusive and responsive kindergarten programs
How this workshop connects
Supports educators to create culturally safe places and to embed Aboriginal and Torres Strait Islander perspectives through pedagogy and practice.
Priority area 2Social and emotional learning
How this workshop connects
Strengthens educators’ understanding of the wellbeing benefits of connecting with the natural world, and supports predictable yet flexible programs outdoors, where children feel secure and ready to engage.
Priority area 3Physicality
How this workshop connects
Encourages appropriate risk-taking and exploration that build fine and gross motor coordination, and links movement and sensory input with wellbeing.
Priority area 6Mathematics and numeracy
How this workshop connects
Supports educators to plan for, identify, and scaffold mathematics and numeracy in in-nature programs.
In 2026, Kindy Uplift is available to Queensland kindergarten services that obtained Kindergarten Program Provider approval before 30 September 2025 and take part in Free Kindy. It can fund professional development that builds teacher and educator capability. The department keeps no approved or preferred supplier list.
School Readiness Funding priority areas (Victoria)
Priority areaCommunication (language, literacy and numeracy)
How this workshop connects
Supports educators to plan for, identify, and extend the mathematics, numeracy, and STEAM learning in children’s nature play, using risk-supportive language such as ‘say what you see, ask a question’ to invite children’s ideas and talk.
Priority areaWellbeing (social, emotional and executive function)
How this workshop connects
Strengthens educators’ understanding of how connection with nature supports children’s wellbeing, and draws on research showing that these spaces support peer collaboration, shared problem-solving, and social play.
Priority areaAccess, inclusion and participation
How this workshop connects
Supports educators to think critically about the inclusive needs of all children in natural settings, and to build authentic, place-based connections with Country.
Pebbles, Puddles and Possibilities is not on the School Readiness Funding Menu. Victorian services that receive over $10,000 in School Readiness Funding may spend up to 25% of it flexibly on programs not listed on the Menu, where the program aligns with the three priority areas or a local priority, addresses educational disadvantage, and meets the needs of the children in the service. Services must discuss this with their Early Childhood Improvement Branch first.
Read about School Readiness Funding on the Victorian Government site
Australian Children’s Education & Care Quality Authority. (2026). Guide to the National Quality Framework. ACECQA. https://www.acecqa.gov.au/nqf/about/guide
Australian Human Rights Commission. (2018). National principles for child safe organisations (Accessible version). Australian Government. https://www.childsafety.gov.au/system/files/2026-07/national-principles-for-child-safe-organisations.pdf © Australian Human Rights Commission 2018.
Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. AITSL. https://www.aitsl.edu.au/resources/australian-professional-standards-for-teachers
Kindy Uplift priority areas from the Queensland Government’s Kindy Uplift page, last updated 6 May 2026. School Readiness Funding priority areas and Flexible Funding from the Victorian Government’s School Readiness Funding page, updated 27 March 2026.
Quality Areas 1, 2, 3, 5, 6, and 7
NQS alignment
Mapping this workshop to your Quality Improvement Plan? Open each area for the Elements it supports, then the teacher standards, the Child Safe Principles, and two state funding programs.
Quality Area 1: Educational program and practice
Element 1.1.2Child-centred
Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.
Element 1.2.1Intentional teaching
Educators are deliberate, purposeful, and thoughtful in their decisions and actions.
Element 1.2.3Child directed learning
Each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world.
Quality Area 2: Children’s health and safety
Element 2.2.1Supervision
At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.
Element 2.2.3Child safety and protection
Management, educators and staff are aware of their roles and responsibilities regarding child safety, including the need to identify and respond to every child at risk of abuse or neglect.
Quality Area 3: Physical environment
Element 3.2.1Inclusive environment
Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments.
Element 3.2.2Resources support play-based learning
Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.
Element 3.2.3Environmentally responsible
The service cares for the environment and supports children to become environmentally responsible.
Quality Area 5: Relationships with children
Element 5.1.1Positive educator to child interactions
Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.
Quality Area 6: Collaborative partnerships with families and communities
Element 6.2.3Community engagement
The service builds relationships and engages with its community.
Quality Area 7: Governance and leadership
Element 7.1.2Management systems
Systems are in place to manage risk and enable the effective management and operation of a quality service that is child safe.
Element 7.1.3Roles and responsibilities
Roles and responsibilities are clearly defined, and understood, and support effective decision-making and operation of the service.
Element 7.2.1Continuous improvement
There is an effective self-assessment and quality improvement process in place.
Australian Professional Standards for Teachers
Focus Area 1.1Physical, social and intellectual development and characteristics of students
Focus Area 1.2Understand how students learn
Focus Area 1.4Strategies for teaching Aboriginal and Torres Strait Islander students
Focus Area 2.1Content and teaching strategies of the teaching area
Focus Area 2.4Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Focus Area 3.2Plan, structure and sequence learning programs
Focus Area 4.4Maintain student safety
Read the Australian Professional Standards for Teachers on the AITSL site
National Principles for Child Safe Organisations
Principle 1Child safety and wellbeing is embedded in organisational leadership, governance and culture.
Principle 2Children and young people are informed about their rights, participate in decisions affecting them and are taken seriously.
Principle 4Equity is upheld and diverse needs respected in policy and practice.
Principle 5People working with children and young people are suitable and supported to reflect child safety and wellbeing values in practice.
Principle 8Physical and online environments promote safety and wellbeing while minimising the opportunity for children and young people to be harmed.
Kindy Uplift priority areas (Queensland)
Priority area 1Culturally safe, inclusive and responsive kindergarten programs
How this workshop connects
Supports educators to create culturally safe places and to embed Aboriginal and Torres Strait Islander perspectives through pedagogy and practice.
Priority area 2Social and emotional learning
How this workshop connects
Strengthens educators’ understanding of the wellbeing benefits of connecting with the natural world, and supports predictable yet flexible programs outdoors, where children feel secure and ready to engage.
Priority area 3Physicality
How this workshop connects
Encourages appropriate risk-taking and exploration that build fine and gross motor coordination, and links movement and sensory input with wellbeing.
Priority area 6Mathematics and numeracy
How this workshop connects
Supports educators to plan for, identify, and scaffold mathematics and numeracy in in-nature programs.
In 2026, Kindy Uplift is available to Queensland kindergarten services that obtained Kindergarten Program Provider approval before 30 September 2025 and take part in Free Kindy. It can fund professional development that builds teacher and educator capability. The department keeps no approved or preferred supplier list.
School Readiness Funding priority areas (Victoria)
Priority areaCommunication (language, literacy and numeracy)
How this workshop connects
Supports educators to plan for, identify, and extend the mathematics, numeracy, and STEAM learning in children’s nature play, using risk-supportive language such as ‘say what you see, ask a question’ to invite children’s ideas and talk.
Priority areaWellbeing (social, emotional and executive function)
How this workshop connects
Strengthens educators’ understanding of how connection with nature supports children’s wellbeing, and draws on research showing that these spaces support peer collaboration, shared problem-solving, and social play.
Priority areaAccess, inclusion and participation
How this workshop connects
Supports educators to think critically about the inclusive needs of all children in natural settings, and to build authentic, place-based connections with Country.
Pebbles, Puddles and Possibilities is not on the School Readiness Funding Menu. Victorian services that receive over $10,000 in School Readiness Funding may spend up to 25% of it flexibly on programs not listed on the Menu, where the program aligns with the three priority areas or a local priority, addresses educational disadvantage, and meets the needs of the children in the service. Services must discuss this with their Early Childhood Improvement Branch first.
Read about School Readiness Funding on the Victorian Government site
Australian Children’s Education & Care Quality Authority. (2026). Guide to the National Quality Framework. ACECQA. https://www.acecqa.gov.au/nqf/about/guide
Australian Human Rights Commission. (2018). National principles for child safe organisations (Accessible version). Australian Government. https://www.childsafety.gov.au/system/files/2026-07/national-principles-for-child-safe-organisations.pdf © Australian Human Rights Commission 2018.
Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. AITSL. https://www.aitsl.edu.au/resources/australian-professional-standards-for-teachers
Kindy Uplift priority areas from the Queensland Government’s Kindy Uplift page, last updated 6 May 2026. School Readiness Funding priority areas and Flexible Funding from the Victorian Government’s School Readiness Funding page, updated 27 March 2026.
Before you book
Frequently asked questions
Who should attend?
Your whole team, educators and leaders together. The workshop suits kindergarten, long day care, and school age care settings.
How long is the workshop?
Three hours, hands-on.
Where is the workshop held?
In person at your service, or live on Zoom. For a taster first, try the one-hour, self-paced online course Pebbles, puddles and possibilities: an introduction to nature pedagogy.
Is there an online option?
Yes. The one-hour online course with Linda suits individual educators and comes with a reflective workbook. See the online course.
Can we use Kindy Uplift funding?
Yes, if your service is eligible. In 2026, that covers Queensland kindergarten services with Kindergarten Program Provider approval before 30 September 2025 that take part in Free Kindy. The workshop connects to priority areas 1, 2, 3, and 6.
Can Victorian services use School Readiness Funding?
Possibly, as Flexible Funding. Services that receive over $10,000 may spend up to 25% of it on programs not on the Menu. The program must align with the three priority areas or a local priority, address educational disadvantage, and meet the needs of the children in your service. Discuss it with your Early Childhood Improvement Branch before you book.
How much does it cost?
Every workshop is quoted for your service. Send an enquiry and we’ll prepare a quote with Linda’s available dates.
Looking for a different topic? See all our workshops.
Before you book
Frequently asked questions
Who should attend?
Your whole team, educators and leaders together. The workshop suits kindergarten, long day care, and school age care settings.
How long is the workshop?
Three hours, hands-on.
Where is the workshop held?
In person at your service, or live on Zoom. For a taster first, try the one-hour, self-paced online course Pebbles, puddles and possibilities: an introduction to nature pedagogy.
Is there an online option?
Yes. The one-hour online course with Linda suits individual educators and comes with a reflective workbook. See the online course.
Can we use Kindy Uplift funding?
Yes, if your service is eligible. In 2026, that covers Queensland kindergarten services with Kindergarten Program Provider approval before 30 September 2025 that take part in Free Kindy. The workshop connects to priority areas 1, 2, 3, and 6.
Can Victorian services use School Readiness Funding?
Possibly, as Flexible Funding. Services that receive over $10,000 may spend up to 25% of it on programs not on the Menu. The program must align with the three priority areas or a local priority, address educational disadvantage, and meet the needs of the children in your service. Discuss it with your Early Childhood Improvement Branch before you book.
How much does it cost?
Every workshop is quoted for your service. Send an enquiry and we’ll prepare a quote with Linda’s available dates.
Looking for a different topic? See all our workshops.
Get in touch
Take your team’s learning outside
Booking starts with an enquiry about your service, your team, and the dates that suit.
Get in touch
Take your team’s learning outside
Booking starts with an enquiry about your service, your team, and the dates that suit.