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Explain the procedure of monitoring and assessment in an early years setting (consider the assessment procedure)

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Explain the procedure of monitoring and assessment in an early years setting (consider the assessment procedure)

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Examine the concept of inclusion and its relevance to Multi -Disciplinary Team working (consider why you need to work as part of the team when supporting a child).

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Examine the concept of inclusion and its relevance to Multi -Disciplinary Team working (consider why you need to work as part of the team when supporting a child).

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Explore, using examples from practice, ways to promote an inclusive and enabling environment(consider your settings policy, children, parents, colleagues and the Multi-Disciplinary Team)

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Explore, using examples from practice, ways to promote an inclusive and enabling environment(consider your settings policy, children, parents, colleagues and the Multi-Disciplinary Team)

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How would you, as a practitioner, promote parent in partnership, to create an inclusive learning environment?

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How would you, as a practitioner, promote parent in partnership, to create an inclusive learning environment?

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Enabling Environments ( what makes an environment enabling)

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What makes an environment 'enabling'?

An enabling environment is a rich and varied space where risks are minimised and well managed, and children are protected from harm and abuse.

To help ensure your environment is enabling, follow this checklist:

Create an environment that is warm, welcoming and nurturing and facilitates a sense of belonging

Offer a range of resources, which are familiar to the children and babies, as well as activities that are new to them

Ensure that the activities and environment offer room for outdoor and indoor play, sufficient space for children to move and collaborate, and encourage exploration and risk-taking

Provide a range of activities which serve different purposes: inspire imagination and role play, exploration of personal relationships and feelings, problem solving, quiet time and reflection. Consider having a construction area, home corner, various toys and books, storytelling times, music and art

Ensure the activities and environment meet the needs of all the children who attend, from very young babies to older children

Consider how you can ensure all children feel welcomed and valued. Some ideas include fostering close collaboration with parents by including family photos on display boards, singing songs sung in the family home, and providing a comfortable welcoming area with places for a parent to sit with staff and their child

Pay close attention to individual children. Consider: What are they interested in and how you could incorporate this into your play environment? How can you help them communicate better? When are they ready to play and ready for rest? When are they intrinsically motivated to learn? How can they have choice and control? Is the environment meeting their individual needs?

Ensure staff understand the importance of building warm and supportive relationships and the importance of nurturing a child's development

Ensure activities and resources are at child height and accessible and use resources which can be moved and used in a variety of ways

Allow children the time and space to focus and reduce noise distractions

Involve children in making the setting's ground rules for behaviour, and creating the behavioural codes of practice, involving them as much as possible

Engage children in activities to build their emotional resilience and social skills

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What makes an environment 'enabling'? An enabling environment is a rich and varied space where risks are minimised and well managed, and children are protected from harm and abuse.

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To help you understand enabling environments we have split this article into a few sections.

What is an enabling environment?

An enabling environment provides a rich, varied and safe space in a setting in which children can play, explore and learn. This can contribute greatly to children's learning and development in the early years.
The environment should be child-centred . It is important that practitioners value and encourage independence and that they understand how individual children learn best.

Enabling environments can be split into three important factors:

The Emotional Environment - the atmosphere of a setting and how it feels.

The Indoor Environment - the resources available in the indoor space, how they are accessed and how activities are led.

The Outdoor Environment - the resources available in the outdoor space, how they are accessed and how activities are led.

It is well recognised that children learn and develop best in caring, supportive environments which respond to their individual needs.

An enabling environment ensures that children grow and develop to be 'resilient, capable, confident and self-assured.

The environment in which a child plays and learns has always been an important factor to consider when thinking about children's development, and much research takes place around this very subject. Giving children the physical and mental space in which to enable learning in a safe environment is key to their growth.

Looking at each aspect of the environment from a child's point of view can be a great way to start when it comes to thinking about what changes can be made to improve the environment provided by your early years setting.

Important factors in creating an enabling environment...

Create an environment that is welcoming, and warm and facilitates a sense of belonging .

Ensure staff understand the importance of building warm and supportive relationships and nurturing the child's development.

Provide interesting and objects and resources for children to explore independently, and allow children to decide what they play with, where they play and who with. It is also important to offer activities that are to them.

Ensure that the activities offer room for indoor and outdoor play if possible and that there is sufficient space for the children to move and explore.

Provide a of activities which serve different purposes and promote different areas of development, such as inspiring role play, problem-solving, exploration of personal relationships and quiet time and reflection.

Try to ensure activities focus on the process more than the result.

Ensure that the environment and activities support the individual needs of the children. This includes making sure the resources are at a child-friendly height and easily movable.

Focus on each child's progressing development and consider how you could incorporate their interests into activities. When could they have choice and control, and is the environment meeting their needs?

Consider creating an area that is quiet and allows children the time and space to focus without noise or distractions. This may be especially helpful for children with special educational needs (SEN).

the children as much as possible when you create the setting's ground rules for behaviour

In The Moment planning focuses on learning that children initiate themselves. The practitioner will observe this learning and then extend the learning by providing extension activities. In an enabling environment, more child-initiated play is likely to be observed.

An enabling environment is more than simply a physical space, it is also made up of the emotions of the people in the environment - the children, the people who work in the setting and the parents of the children who attend.

Emotional environments reflect the relationships of those within them, and how those in the setting talk to each other, how they behave, how they treat others and how inclusive it feels.

Early years professionals need to understand that some children might need extra with their emotions - how to express them and how to come to terms with them.

You could create an 'about me' sheet for each child that includes more than the basic information; ensure all staff that come into contact with the child have access to this information.

It also allows you as the professional to ensure good communication with your colleagues and the child's parents, and helps you to create a plan for the future, ensuring each child is receiving the best possible care.

Make sure your setting is inclusive and values all children by embracing all cultures, languages, ethnicity, religions and special needs and disabilities.

Make sure children are welcomed into the setting using their name and with warmth and familiarity - always with a smile! J

Encourage parents to stay and play a while to aid the transition from home to the early years setting (this can also help to reassure children when they observe the relationship between a parent and their key worker).

Offer open days and allow parents to visit the setting with their child/children - in particular before the child starts and/or moves from one room/group to another, but also at intervals throughout their stay.

Make sure all staff and practitioners within the setting understand that their approach needs to be a positive one where they show empathy, display and encourage consideration of their feelings and those around them.

Ensure your setting has a clear behaviour policy and that all staff understand the policy - try to focus more on the behaviours, attitudes and values that are important rather than extensive lists of rules.

There should be areas for different types of play or activity with appropriate and well-maintained resources that suit all age groups and stages of learning.

Outdoor environments have many positive effects on children's development. They give opportunities to experience and enhance many different skills with a greater sense of freedom and independence than those experienced indoors.

Physical activity is enhanced and so is calculated risk-taking, which is important as children grow up.

To make full use of the outdoors and its ability to be a rich enabling environment you need to:

Thinking about and planning for these three environmental aspects together will help you to provide an overall space and atmosphere that enables positive growth and development for all those in your early years setting.

It also allows you as the professional to ensure good communication with your colleagues and the child's parents, and helps you to create a plan for the future, ensuring each child is receiving the best possible care.

Make sure your setting is inclusive and values all children by embracing all cultures, languages, ethnicity, religions and special needs and disabilities.

Make sure children are welcomed into the setting using their name and with warmth and familiarity - always with a smile! J

Encourage parents to stay and play a while to aid the transition from home to the early years setting (this can also help to reassure children when they observe the relationship between a parent and their key worker).

Offer open days and allow parents to visit the setting with their child/children - in particular before the child starts and/or moves from one room/group to another, but also at intervals throughout their stay.

Make sure all staff and practitioners within the setting understand that their approach needs to be a positive one where they show empathy, display and encourage consideration of their feelings and those around them.

Ensure your setting has a clear behaviour policy and that all staff understand the policy - try to focus more on the behaviours, attitudes and values that are important rather than extensive lists of rules.

There should be areas for different types of play or activity with appropriate and well-maintained resources that suit all age groups and stages of learning.

Outdoor environments have many positive effects on children's development. They give opportunities to experience and enhance many different skills with a greater sense of freedom and independence than those experienced indoors.

Physical activity is enhanced and so is calculated risk-taking, which is important as children grow up.

To make full use of the outdoors and its ability to be a rich enabling environment you need to:

Thinking about and planning for these three environmental aspects together will help you to provide an overall space and atmosphere that enables positive growth and development for all those in your early years setting.
Here are some further resources and information available to help with different aspects of creating an enabling environment - take a look... Free Articles and Resources:
Large Observation Sticky Notes Small Observation Sticky Notes Perfect for recording an observation on the go in any environment, these can be easily transferred into a child's Learning Journey.
The Importance of Sensory Play Ideas and Activities for Outdoor Learning In The Moment Planning - Child-Led Play and Learning Understanding Fine and Gross Motor Skills Creating Enabling Environments
Tags: early years environment, emotional environment, Enabling Enviroment, enabling environment, eyfs article, eyfs enabling environment, eyfs environment, indoor environment, learning environment, outdoor environment

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Creating an Enabling Environment - Nursery Resources | Blog

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Please follow and like us: The Early Years Foundation Stage has several requirements and guiding principles. One of these principles is 'creating an enabling environment'... but what is an enabling environment and how can you contribute to ensuring the best environment for the children in your care?

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https://www.wishingtreenursery.com/children/inclusion-diversity/

Ways to promote an inclusive and enabling environment is to

“Treat each child as an individual and respect their religions and cultures.”

“Offer all activities and toys to all children regardless of gender and developmental needs.”

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Principles and Aims

The nursery takes great care to treat each individual as a person in their own right, with equal rights and responsibilities to any other individual, whether they are an adult or a child. Discrimination on the grounds of gender, age, race, religion or belief, marriage or civil partnership, disability, sexual orientation, gender reassignment, pregnancy or maternity, ethnic or national origin, or political belief has no place within this nursery.

A commitment to implementing our inclusion and equality policy will form part of each employee's job description and is contained in the code of conduct.

The nursery is committed to providing equality of opportunity and anti-discriminatory practice for all children and families according to their individual needs. In achieving this goal our principle aims are to:

Demonstrate the nursery's commitment, to the quality of equal opportunities.

Use good employment practice to the benefit of The Wishing Tree Nursery for our employees, trainees, children, parents and carers.

Provide equal opportunity and inclusion for all children and their families, regardless of gender, ethnic origin, race, colour, sexual orientation, marital status, family structure, social grouping, nationality, age or disability.

Ensure that no child, or their family, is discriminated against or prevented entry to our setting on the basis of gender, ethnic origin, race, colour, sexual orientation, marital status, family structure, nationality, age, disability or social grouping, such as a member of a travelling community or an asylum seeker.

Ensure that all staff are aware that the CRB disclosure is a mandatory part of our recruitment process.

Comply with various Acts of Parliament, which have an effect on employment.

Recruit, select, train and promote individuals on the basis of occupational skills requirements. In this respect, the nursery will ensure that no job applicant or employee will receive less favourable treatment on the grounds of age, sex, gender reassignment, disability, marriage or civil partnership, race, religion or belief, sexual orientation and pregnancy or maternity which cannot be justified as being necessary for the safe and effective performance of their work or training

Providing a childcare place, wherever possible, for children who may have learning difficulties and/or disabilities or are deemed disadvantaged according to their individual circumstances, and the nursery's ability to provide the necessary standard of care.

Include and value the contribution of all families to our understanding of equality, inclusion and diversity.

Continually improve our knowledge and understanding of issues of equality, inclusion and diversity by ensuring regular training of key staff. The Nursery's equality representative is Margo Konopinska.

Make inclusion a thread, which runs through the entirety of the nursery, for example, by encouraging positive role models through the use of toys, imaginary play and activities, promoting non-stereotypical images and language and challenging all discriminatory behaviour (see dealing with discriminatory behaviour policy).

Inclusion and Diversity

The guiding principle is that every child matters and to that end we need to recognise the social, economic, cultural diversity of our society and to ensure that no-one feels excluded when they attend the nursery on whatever grounds. Consequently, we must strive to:

Treat each child as an individual and respect their religions and cultures.

Offer all activities and toys to all children regardless of gender and developmental needs.

Encourage positive role models, displayed through toys, imaginary play, books and posters that promote non- stereotyped images. All children will be encouraged to join in all activities i.e. dressing up, role play corner, dolls, climbing on large equipment, bikes etc.

Celebrate festivals throughout the nursery, ensuring that we include those events that are relevant to the children attending the nursery.

Welcome any parent/carer who would like to be involved with widening our education about their cultural or religious beliefs.

Provide assistance as requested by our parents/carers that use English as an additional language. We work alongside an organization called EMAS who help us to support these parents and carers, as well as our staff. Contact details for other relevant resources and information are also available through our Equality and Diversity Representative, Margo Konopinska.

Actively promote an open door policy within the nursery.

Update toys and other resources.

Ensure activities are accessible for all children.

Support the staff team within the nursery, offering hand-outs and training.

Ensure festivals are celebrated throughout the nursery.

Work alongside agencies when resources and relevant information is required.

Offer meetings and support to parents/carers and their children where English is an additional language.

The nursery is accessible to all children and families in the local community and further afield through a comprehensive and inclusive admissions policy.

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The nursery takes great care to treat each individual as a person in their own right, with equal rights and responsibilities to any other individual, whether they are an adult or a child.

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Working in partnership with parents - spotlight on | PACEY

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Working in partnership with parents is central to the Early Years Foundation Stage (EYFS) in England and the National Minimum Standards for Registered Childcare (NMS) in Wales.

Here we've put together a round-up of all our resources to help support you as a childcare professional to confidently connect and engage with parents to encourage and develop children's learning.

Communicating with parents

It's important that parents and carers know you as their child's key person. It's your job to inform parents of their child's day and the progress their child is making.

Involve parents and carers from the very beginning transition period, along the way from induction, settling in, and daily chats, to sharing of resources, social events and information sessions. Check you have the correct parental permissions in place and secure a way of communicating that works for all of you.

Top tip: Be flexible in your approach to communication with parents. Think about how you might need to adapt to suit different parents, for example those with English as an additional language or a specific learning need. Also, make sure it's the right time to share information without having to rush off.

Building good relationships

Regular chats with parents are a really important opportunity for sharing information. Parents can often feel they're missing out on their child's day, so a few minutes chatting can be reassuring.

It's important to get them involved in their child's learning and development. You could do this through our learning journal and information sharing - for example including lyrics to a new song you've been working on, or a recipe you're planning to try.

"I make sure to fill it [the learning journal] with extension ideas that the parents can try at home" says Sue Asquith, Childminder.

Top tip: When building a relationship with parents you should consider the sensitive feelings of the parent and thinking carefully about how you communicate, particularly when you have difficult things to say.

"Tactful responses are also needed, for example if a child learns to walk whilst in your setting. A child's first steps are very important to parents, so I think about this and approach the subject with sensitivity." Karen Steer, Childminder

Extend children's learning

A good way to extend learning is to have resources that can be shared at home. We've developed a parents section and other resources to help ignite enthusiasm for this. Explore our:

How about taking the parents in your setting through our Sharing children's progress document? This breaks down the stages of development in an easy to digest way.

You can also find out more about:

Take a look at the Autumn/Winter 2020 issue of Childcare Professional page 49 all about exploring story sacks - a fantastic resource that can be shared with parents.

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Working in partnership with parents - spotlight on

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Check out our spotlight on working in partnership with parents.

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There are many ways to create and inclusive learning environment, such as creating a supportive and respectful environment which promotes diversity and fairness. Making sure all children are included in the activities

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There is no doubt that it is beneficial to work closely with parents, but it is not always easy to do so. How to engage some parents/carers is a daunting task, while working with others who may hold very different views from our own regarding education also presents a challenge: although both parents/carers and the school want the very best for the child, ideas as to what this might be and how to achieve it may at times vary greatly.

The provision of an educationally supportive home environment has been shown to be positively related to achievement and school staff play a vital role in inviting parents to support their children's education. This suggests that the more often teachers reach out to parents, at all levels, the more often parents are more likely to make reciprocal efforts to engage with schools, across all socioeconomic levels.

In our training at the Centre for Parent and Child Support we promote the idea of partnership working with parents. Partnership working is based on a model of the helping process that demonstrates how specific helper qualities and skills, when used in partnership, enable parents and families to overcome their difficulties, build strength and resilience and fulfil their goals more effectively.

The model assumes that the process of helping is essentially an attempt to combine the expertise of parents with that of helpers and to avoid the pitfalls associated with the imposition of expert knowledge. We believe that the development of a genuine and respectful partnership provides the basis for a clearer understanding of strengths and problems of individual families, a better basis for effective problem management and building parental self-efficacy.

In our courses we promote fundamental interpersonal skills that enable school staff to build and maintain purposeful relationships with parents/carers.

While all school staff can find a partnership approach with parents useful, for SENCOs it is particularly beneficial. Few would disagree that there is a positive impact when parents/carers are actively involved in their children's education.

Partnership is about listening

A very experienced and effective primary SENCO attended family partnership training. (For reasons of confidentiality the SENCO and school have not been identified.) She now finds that the helping process framework is 'a touchstone' that helps her assess where she is in working with an individual or a family.

As she says, 'Thinking about what stage you're at helps clarify where you're going - and how far you've come. I have the stages up on my wall and look at them before meetings.'

Attending the training has also changed the nature of the meetings she holds with parents. When she came on the training she had recently moved to a new school where there were a number of very motivated parents concerned about their high-achieving children with SpLD. She felt she had 'got in the position with some parents where I felt I needed to give them something to solve the problem - "Your son can have a half-hour session with a dyslexia specialist per week". I was feeling I had to put sticking plasters on things to make them go away.

'Now I have two sorts of meetings: firstly, the shorter, more perfunctory, clearly delineated, focused ones, for example, IEP setting; secondly, what I think of as "listening" meetings where I try to go in without a preconceived idea of what it may be about or feeling I will have to have done something at the end of the meeting to have solved the problem.'

'The biggest piece of advice I now give others about meetings is, "just" listen and you don't have to solve or be responsible for everything... In fact, partnership.'

Understanding a parent's point of view: a case study

She relates a case in which she found partnership working very helpful:
'The child, B, has fragile X syndrome and a statement of SEN. His parents tend to phrase everything as, "Children with fragile X can/can't do something, so B can/can't do this thing'
'B had made no progress (ie, had not moved on to the next sub-level) before coming to us. We wanted to try a phonics-based reading intervention with him. His parents were very resistant to this and kept saying, "Boys with fragile X don't respond to phonics." We were increasingly frustrated since we could not see how else B was going to make progress. Rather than getting annoyed with them for their position, which might seem intransigent, I decided to put my frustration aside and to listen to them in order to see where they were coming from.

'I met with B's parents and really listened to them. They felt we were not hearing what they were saying and that we did not see B as a child with fragile X. They thought that our wanting him to do this phonics-based program was proof that we were not taking on board their child's condition. I acknowledged what they had been saying and showed that I had listened to and understood their point of view.

'We all agreed that B had made no progress in literacy for two years (and had not done phonics during this time). We finally came to the agreement that we would try phonics with B; all the parents' information about fragile X was to be included in B's pupil profile; we planned a review meeting after a period of time to see how B was progressing; we used a weekly communication book to tell the parents what B was doing in his one-to-one phonics sessions.

'B made two sub-levels of progress - P8 to 1b - in less than a year, having made no progress in the previous two years. Discussions with his parents are ongoing.' In this case it was the partnership working - the attentive listening and real attempt to understand the parents' point of view, the open negotiation and ability to stay alongside the parents throughout - as well as the clarity of working from a model that eased the impasse with the parents so that B could start to make progress.
Michelle Morgan works for The Centre for Parent and Child Support, which is a part of the South London and Maudsley NHS Trust and is based at the Michael Rutter Centre, Denmark Hill, London SE5 8AF.

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Working in Partnership with Parents to Support SEN Children's Education - Teaching Expertise

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There is no doubt that it is beneficial to work closely with parents, but it is not always easy to do so.

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An inclusive practice in childcare promotes and encourages ALL children to participate in education and care. As Educators, we support an inclusive practice across our entire program, so that it embraces the right of every child to be, to belong and become in a diverse world.

Often our understanding of inclusion is limited to children with disabilities or children with cultural and language barriers. This limited definition restricts the perception of an inclusive practice in childcare.

In this article, we're going to look at the different approaches Educators can use to promote an inclusive practice in childcare and share a few examples of inclusive practice from our centres. We'll also address:

What inclusion means in childcare.

What makes an inclusive practice.

Who benefits from inclusion.

Strategies for inclusion in childcare.

What does inclusion mean in childcare?

Inclusion means different things to different people. The Early Years Learning Framework (EYLF) states that early childhood inclusion "takes into account all children's social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographic location) in curriculum decision-making processes."

"Inclusion is about diversity," says Astrid Cancrini, Centre Director at Petit ELJ Port Douglas. "It's about providing an environment where all children can take part in activities and succeed. It's important for Educators to celebrate the benefits of diversity."

The National Quality Standards (NQS) also promote inclusion by referencing "each child" across all quality areas and provides guidelines on how early education and care services can meet expectations for an inclusive practice.

All children deserve a rich environment where they can learn with other children and from their surroundings. Adding or changing a program to include a child with additional needs does not exclude other children, as all children benefit from an inclusive practice.

Inclusion is also about access. It embodies the right of every child regardless of their circumstances to participate as active members of families, communities and societies.

What makes an inclusive practice?

An inclusive childcare service:

1. Provides access to a wide range of learning opportunities.

2. Makes individualised modifications or adjustments so children can participate fully in education and care services with peers.

3. Values each child's individual strength and needs.

4. Has a high level of system administration and support that addresses:

Ongoing training.

Well defined processes and procedures.

Beneficial collaboration with families, community and support specialists.

Quality standards.

Children participate in learning programs because Educators plan experiences, activities and routines to meet the needs of every child.

Education and care services plan changes and additions to learning programs with a single child in mind, even though you can group changes under specific categories, such as:

Environmental support.

Materials and tools adaption.

Activity simplification.

Child preferences.

Specialised equipment

Adult encouragement.

Peer support.

Who benefits from inclusion in early childhood education?

The Guide to the National Quality Framework lists children with additional needs as those that "require or will benefit from or will benefit from specific considerations or adaptations and who:

are Aboriginals or Torres Strait Islanders

are recent arrivals in Australia

live in isolated geographic locations

are experiencing difficult family circumstances or stress

are at risk of abuse or neglect

are experiencing language and communication difficulties

have a diagnosed disability-physical, sensory, intellectual or autism spectrum disorder

have a medical or health condition

demonstrate challenging behaviours and behavioural or psychological disorders

have developmental delays

have learning difficulties

are gifted or have special talents

have other extra support needs (p.614 Updated January 2020)."

Because additional needs arise from diverse causes, each circumstance requires a different response. It's important to note that from time to time, all children may have additional needs.

An inclusive practice can boost a child's confidence. It connects families and creates opportunities for friendships among children. It also strengthens the community by valuing inclusion and community support.

Service providers also benefit from inclusive practices in childcare by sharing resources and developing partnerships.

Strategies for inclusion in childcare

An Educator's role is to include children with additional needs by being aware of each child's uniqueness and how the context of a child's life influences their wellbeing and learning

Collaborative relationships with families and communities are essential for supporting inclusion. Educators who develop an understanding for each child's culture, family circumstances and community life, can build meaningful, relevant, and respectful experiences.

Building collaborative relationships with families and communities begins with enrolment. Educators can develop a deeper understanding of a child's needs and how they can promote inclusion by developing partnerships through communication, collaboration and consultation.

"Collaboration is based on mutual trust and respect," says Astrid. "Children thrive when we can work together through open communication and in partnership with their families to recognise and access the parents' knowledge about their child for shared decision-making."

At Petit ELJ the enrolment process includes learning about each child and the things that help to comfort them, are special to them, or scare them. We also learn about their family and what each child needs help with. This information is documented on an All About Me form.

To promote an inclusive practice, the Guide to the NQF directs Educators to:

Develop strategic inclusion plans.

Provide families with easy-to-read information about the services operations and inclusive practices.

Respect the family input with shared decision-making.

Discuss children's individual requirements, play preferences and incidents sensitively, respectfully and confidentially.

Demonstrate a non-judgemental understanding of each child, their family and community context.

Share with families the interactions, successes and achievements they've experienced with children.

Learn about the family's values and expectations for their child.

Contribute to the documentation of each child's learning and goal setting.

Educators can also:

Plan interactions with families with the view to building relations that respect the family values.

Create strong community connections with specialist support services and the wider community, so families have access and feel supported.

Develop community relationships with other agencies and support services to gather qualified advice and information for Educators.

Participate in professional development and have a good knowledge and understanding of child development.

Encourage children to be constructors of their own knowledge.

Plan and construct environments and learning programs that meet the needs of all children in their care.

At our Murwillumbah centre there are plans to collaborate with families by creating a dedicated family garden within the centre where all children can experience the joys of gardening.

"We will be growing herbs, vegetables and fruits with the families and children," says Shanyn Pelling, Centre Director at Murwillumbah. "The food that we grow can be used in the centre kitchen and families will be encouraged to grow and take what they need for home."

"This will be a collaboration between our centre's team and all of our families and children, so that every child can participate in this garden to the table experience."

An inclusive childcare practice is one that genuinely believes all children are unique and have the potential to learn. Children prosper when Educators, families and the wider community work closely in partnership to support access, inclusion and participation.

An example of inclusion: Case study at Petit Early Learning Journey Caloundra

At Petit ELJ Caloundra, a child needed inclusion support to assist them with behavioural challenges and socialisation with other children in their environment.

Through a careful selection process, Petit ELJ hired dedicated Educators and a committed Centre Director, who collaborated with the family to improve inclusion.

"Through fortnightly meetings we discussed the stages we were in and the changes in the child's behaviour," says Sharon Nelson, Centre Director at Petit ELJ Caloundra. "We discussed what we were doing to ensure their child was included in all aspects of the program."

"Part of this solution was to change the child's room around. We found that the room was over stimulating. We added sensory toys and incorporated a Dome that became their 'Quiet' spot, a space where they could retreat too when feeling overwhelmed."

An Educator in the room was designated as the inclusion support person for this child. They became the child's trusted carer and they worked together on forming a secure and respectful bond. When the child felt overwhelmed, the Educator would immediately notice changes in the child's behaviour and assist them in transitioning to their safe zone.

"It was an ongoing process but in the end we noticed a positive change in the child's relationship with children and Educators. It was reassuring to see their engagement in centre activities thrive particularly when participating in group activities."

Embrace an inclusive practice with Petit Early Learning Journey

Do you have a genuine interest in caring and promoting inclusion for ALL children? We're seeking Educators who are willing to go that extra mile to collaborate with families and the greater community to create physical environments and learning programs for every child.

At Petit ELJ, we advocate for an open and inclusive early educational childhood environment that recognises diversity. If you're willing to embrace professional development, and extend your community networks to support our families then we want to hear from you.
Explore a new career with Petit ELJ.

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Promoting an Inclusive Practice in Childcare

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An inclusive practice in childcare promotes and encourages ALL children to participate in education and care. As Educators, we support an inclusive practice across our entire program, so that it embraces the right of every child to be, to belong and become in a diverse world.

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explain the procedure of monitoring and assessment in an early years setting (consider the assessment procedure)
. observation and assessment policy
. Assessment
. links
. monitoring and Evaluation
partnership with parents
both partner deal and  share information with each other.
communication is vital to respect and trust help each other to develop their child needs.

it help children to develop their needs
and other agencies who has more knowledge about meeting the children needs.

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both partner deal and  share information with each other. communication is vital to respect and trust help each other to develop their child needs. it help children to develop their needs and other agencies who has more knowledge about meeting the children needs.

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Top 5 rights
Health
Education
Family
Play/recereation
Protected from abuse and harm - Safeguarding

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Community work supporting children (eg. homeless support)
NSPCC
Barndardos
British Transport Police - supporting children and identifying those that may be in danger
Safeguarding/BTP helps safeguarding the children

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Unicef - UN Convention on the Rights of the Child

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What Is The Every Child Matters Initiative? - Brendan Fleming

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https://www.britishcouncil.org/voices-magazine/how-include-children-special-educational-needs-and-disabilities

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Responsibilities as early years practitioner  

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Responsibilities as early years practitioner  

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The role and responsibility of a nursery nurse is to look after the children in my care. such as feeding, nappy changing, and toilet training, and making sure all children's paper work is completed accordingly. Treat every child’s family with kindness and respect. Include and support all children regardless of background, culture, language, gender, or disability. to be able to make sure every child in your care is able to take part in activities. and to make sure all the children in my care are safe and secure.

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We can promote inclusive practice in many ways, such as setting up challenges or challenging activities to help the child develop further. This is inclusive practice as you are not neglecting the child knowing that he or she is at their expected level of develop, instead you are helping the child to develop further and achieve more. This will encourage the child to try and achieve goals that has been set up for them. This also shows that the right is the child is respected and valued.