Food for Chickens

Managing food waste can be tricky…

Here’s how Bush Kids Eaton managed their food waste problem.

After some critical reflection on the latest unsuccessful attempt to get the compost and worm farm working, they decided to play to their strengths and turn to their community.  They found a number of families had chickens at home and they were able to take a good proportion of the food scraps from their kitchen and meals to them.

They also included their food scrap collection into their program so that the children were aware of why they were collecting their food scraps.  They wanted the children to understand where the scraps were going, so they visited the chooks at home.  The children helped to feed the chickens and ducks, collected eggs and interacted with the animals.  

They investigated what chooks could and shouldn’t eat, to make sure they were giving them food that would keep them healthy.  They made a poster as a visual reminder when they were collecting scraps.

Other things they reflected on included meal time routines and supporting children to serve themselves and only take what they need.  Sharing any leftovers with staff or families.  

They have also established a veggie garden which provides children with the opportunity to experience growing their own food - and understanding how long it takes and what is required to grow food.  They have also collected food for those experiencing food insecurity.

These practices and projects link well with their community cupboard.  See the Swap Don’t Shop story for more on that.

Swap Don't Shop

The Bush Kids Team explored their understanding of sustainability and dived deeper into what it meant to them.  Many of the team identified reducing waste, reusing and looking for new ways materials could be used and recycling in order to minimise waste to landfill.

They started with the introduction of their recycling studio which encouraged both educators and children to look at materials that would normally end up in the recycling or rubbish bin as valuable resources that could be reimagined and repurposed in any number of ways.

 To further expand their understanding they explored the United Nations Sustainable Development Goals.  This inspired them to look further. 

 They explored Goal 12 - Responsible Consumption & Production more closely and considered other ways they could contribute.  

 They established a community cupboard where they could promote the benefits of the sharing economy.  Their community contributed produce from their gardens, seeds, food, books, clothes and shoes.  It has grown over time and developed into a valuable resource for their community.

Importantly, their message was about responsible consumption and production - including the use of the SDG symbols, and sharing of resources rather than that of financial hardship - so there was no stigma attached to using the cupboard.  Their community felt comfortable taking items as well as donating. 

🔎Reflection:  If you have a Community Cupboard or “Swap Spot” consider the messaging you use around it.  Does it encourage responsible consumption and normalise the sharing economy? Are people comfortable taking as well as giving? 

Banana Water

Food waste was a growing problem at Lady Ramsay Early Learning and Education Centre. The compost and worm farm were going, but lots of children (and educators) hated the smell or weren't excited about getting dirty with the worms or dealing with the carpet snake that had taken up residence in the compost bin!

Banana water could get the conversation started. Banana Water requires the peels to be cut up and steeped in water for a few days.  She gathered some containers, a few banana peels, and the scissors and set them up at the table. It was that easy. 

The children cut the peels up (fine motor skills - check) and put them into the containers.  Filled it about a ⅓ full (a bit of maths - check) then topped it up with water (a bit of pouring and a bit more maths - check).  They put the lids on and left them to steep. After a couple of days they took off the lids and noticed little bubbles and a much stronger smell! (a bit of science - check).

They strained the water into a jug ready for bottling and made some labels.  (literacy and art - check).  They carefully poured the banana water into the labelled bottles (a bit more fine motor skill building - check). 

They decided to sell it to families and anyone else who stood still long enough to hear their pitch! They knew what it was for, and had learnt that bananas have lots of potassium which is good for people, but also good for plants (a bit of nutrition and health - check).  They passionately shared the many benefits for plants (lots of communication, language and confidence building - check).  

The money raised purchased a new doll (a bit of entrepreneurship and financial literacy - check).   After enough money was raised they decided to continue to offer their banana water to their community for free (community connections - check).

Using banana water on some plants and not others, they conducted experiments (a bit more science).  They measured the growth regularly (a bit more maths) and noticed some differences over time.

The children continue to make banana water after morning or afternoon tea  independently.  They’ve connected with families and their community who were inspired to spend more time with their children in the garden. 

So much learning from a very simple idea.

The Wagyl 

Nature Play is important at Bush Kids. They’re fortunate to have a special place right on their doorstep. The children have taken ownership of this place and keep a keen eye on what’s going on there.

They have grown from simply enjoying getting out and being in nature, to becoming active stewards of this place. 

They have learnt the significance of this Boodjar (country) and pay their respects to the Noongar people and the Wagyl (creator spirit) each time they come by, performing their own Acknowledgement of Country and throwing some sand into the pond to let the Wagyl know they’re there.

The local Council crew who look after the reserve welcome the children and involve them in any way they can. They’ve planted plants, picked up rubbish, observed the birds, frogs and other wildlife living there. They’ve watched as pipes and drains have been installed to reduce flooding.

They’re especially careful to look out for the baby Marri Trees. Always careful where they walk.

Their friend Naydeen, a proud Yamitji women who belongs to the Ngoonooru Wadjari clan group, with links to the Meekatharra and Pilbara regions. Born and bred in Port Hedland on Karriyarra country she moved to the Southwest to live on Wardandi country, has taught them about the indigenous plants and what they are used for by local indigenous people.

They don’t take from the reserve, but have planted these plants in their outdoor classroom and bush tucker garden. A connection to their bush place in their backyard.

They have joined the Wagyl in protecting this place.