# data[].attributes.body
Fostering an inclusive practice ensures that every child engages meaningfully throughout their learning and interactions within the programs that recognise their individual strengths and interests, which will foster their ability to be driven and be active contributors to their community. (Early Childhood Australia 2014)

Inclusion is centred around embracing and fostering diversity. It entails working with every individual child, without an exclusive focus on a particular group of children. The focus of inclusion is to recognise the strengths and acknowledge any barriers within the learning journey of children and build upon these within the program. It is my primary goal to address situations where children might face exclusion or any type of barriers to accessing early childhood education and care.

I believe belonging holds great importance in the context of inclusion.
My objective as an Early Childhood Teacher is to cultivate a strong sense of belonging among the children in our diverse society and establish an environment that facilitates the participation and success of every child. I will prioritise the establishment of trusting relationships with children and their families because I firmly believe that a sense of belonging also promotes inclusion within the environment and it is essential for children's well-being and development.

I firmly believe that making the anti-bias approach the core of my practice is crucial. "Following an anti-bias curriculum in early care and education settings has the outcome of creating secure, respectful, and reciprocal relationships that value diversity among people." (Good Run Solutions, 2010). An anti-bias approach provides support to children and their families in order to develop a strong sense of identity within the diverse society we are a part of. The objective of an anti-bias curriculum is for children to take pride in themselves and their families, foster respect for various differences between individuals, promote awareness of unfairness and bias, and encourage children to advocate for the rights of others. (Beneke et al., 2016, p.58).
The anti-bias approach proactively identifies and challenges prejudicial and discriminatory practices in relationships. It recognises that prejudice is not inherent in children however it develops over time. (Good Run Solutions, 2010)

My role and commitment as an early childhood teacher is to equally provide inclusion to the children that are in my care. I will ensure my programming caters for their interests and builds on their strengths. As stated in Early Childhood Australia (2014) it is the norm for children to encounter moments of joy and disappointments however these experiences will not stem from exclusion or segregation in any form. I will ensure I engage children in their learning and always be an active listener and ensure their voices and choices are being heard and respected in order to promote inclusiveness.

# data[].attributes.headline
My proposed questions for conversations about doing inclusive practices with families/parents.

# data[].attributes.subject
My proposed questions for conversations about doing inclusive practices with families/parents.

# data[].attributes.body
Question 1 - What are your child's strengths and interests?
I believe this is an important question to pose to families/parents as it helps me establish a strong relationship with them from the very beginning. It's a question that demonstrates to families/parents that the activities within the program will reflect their child's interests and draw upon their abilities. (Early Childhood Australia 2014).
Questions that draw on the child's strengths, interests skills, and abilities are great evidence of inclusion within the practice as it allows me to foster an environment where all children can participate and thrive. Family involvement provides an excellent opportunity for children as it enhances their sense of belonging in the room. They witness discussions taking place between their families and educators, fostering a deeper connection and engagement in their learning environment.

Question 2 - In our diverse community, are there any specific special events/days that your family celebrates or acknowledges? If so, we would love to contribute and include them in our program
As an early childhood teacher, I will ask this question to foster inclusive practices. By doing so, families are able to recognise my efforts to integrate diversity into the curriculum. As children come to realise that the special events/days their families celebrate at home are acknowledged and celebrated in the room, they will begin to feel a sense of belonging because of their familiarity with the events. Effective inclusive practice is built upon the fundamental acceptance of diversity. (Early Childhood Australia 2014). Offering a curriculum that embraces the idea of differences goes beyond catering to individual children's needs; additionally, it plays a crucial role in cultivating a daily practice that supports fairness in representing differences and fosters inclusive practices. (Giugni 2014)
By asking this question to families it is evident that I accept diversity and incorporate it into planning.

Question 3 - Are there any barriers you are aware your child might be experiencing in their learning or in general that we educators should be aware of?
I am asking this question to families to be aware of each child's barriers if they are experiencing any. Being aware of any ensures I can identify and address these barriers that hinder children from achieving educational success. They actively challenge practices that contribute to inequities and make curriculum decisions to foster inclusion and active participation for every child. (Early Childhood Australia 2014)
I will ensure I do my very best to address circumstances where some children may be excluded or under-represented. Having open discussions about these barriers with families will give them an insight that their child matters and will be included no matter what!

# data[].attributes.headline
My proposed questions for conversations about doing inclusive practices with children.

# data[].attributes.subject
My proposed questions for conversations about doing inclusive practices with children.

# data[].attributes.body
Question 1 - What are 2 things you will like to learn this term? Asking these questions to children gives them the perspective that their thoughts are significant and their voices are being heard and respected. Creating activities that foster what they want to learn will allow me to build strong relationships with children. Promoting open and respectful communication between children, and encouraging the free exchange of ideas, insights, and perspectives I believe is crucial. (Good Run Solutions, 2010).
"Children’s right to participate in all matters and decisions affecting them has gained recognition in society. Its promotion is recommended from an early age – namely, in early childhood education settings – and it is described as benefiting children, adults and the community in general. " (Correia N, et al. 2021). Involving children in their learning will also allow them to gain confidence and build on their social and emotional development.

Question 2 - How can we make inclusiveness happen in our room? (After having a group discussion with children about inclusiveness)
This is a great conversation starter with children after having a chat about inclusiveness and understanding their ideas on it. This question involves children in decision-making on how we can work on inclusiveness together as a team. Taking into account children's active role and their capacity to make choices, participation is closely linked to fostering a sense of freedom. I will ensure I will always have an inclusive program for all children however in doing so I would also want to hear their thoughts and ideas on how to create a more inclusive environment for them to actively play and learn in. Through such conversations, we can lead to intentional teaching and plan accordingly. For example, we can ask children, what together means to them and then further plan with their opinions which will promote inclusiveness.

# data[].attributes.headline
My proposed questions for conversations about doing inclusive practices with colleagues, supervisors, or school administrators. 

# data[].attributes.subject
My proposed questions for conversations about doing inclusive practices with colleagues, supervisors, or school administrators. 

# data[].attributes.body
Question 1 - What is your approach to inclusion, and how do you integrate it into your curriculum and planning?
Engaging in conversations with fellow professionals about their personal interpretations of inclusion will provide me with valuable insights, enhancing my understanding and further broadening my knowledge by considering their unique perspectives on the concept of inclusion and how they embed it into their curriculum and planning, that I can take an example. Educators and care professionals collaborate to exchange knowledge, establish a shared language, and implement daily practices that foster inclusion. (Early Childhood Australia, 2014).
I firmly believe that as early childhood teachers, it is crucial to maintain an open mind and a willingness to continuously learn and grow. Learning is a lifelong journey that extends beyond the completion of studies. Every day, we encounter new learning opportunities and growth, and I firmly believe that collaborating with other professionals significantly impacts our growth of knowledge.

Question 2 - What are some effective strategies you recommend to ensure inclusivity for all children?
This question is ideal for discussing with colleagues, considering the diverse experiences each person has had in the early childhood field. By sharing both positive and negative experiences, I can learn from their strategies and approaches to effectively incorporate inclusiveness in my own practices. Through sharing knowledge and experiences with professionals, I strongly believe that we can all learn and improve our practices, leading to positive changes. Welcoming second opinions and different perspectives are always beneficial in fostering growth and development as early childhood educators.

# data[].attributes.body
https://www.youtube.com/watch?v=pOJy8-OC0iU
- This I a great book to read to children about positive behaviour and inclusiveness and can be extended in the programming.

https://www.vic.gov.au/inclusive-practice-kindergartens
- Great resource for families and early child educators to understand inclusiveness and how to incorporate it.

https://www.booktopia.com.au/all-bodies-are-good-bodies-charlotte-barkla/book/9781760503932.html
- Great book to read during group time to educate children that we are all different and included no matter what!

# data[].attributes.attachment_link.title
Kidco Storytime Online - Have You Filled a Bucket Today?

# data[].attributes.body
Correia, N, Aguiar, C, & Amaro, F, 2021, 'Children's participation in early childhood education: A theoretical overview', Contemporary issues in Early childhood, Vol. OnlineFirst SAGE Publications, London, pp.1-20 viewed.
https://journals.sagepub.com/doi/full/10.1177/1463949120981789

Early Childhood Australia 2014, Statement on the inclusion of every child in early childhood

education and care, Early Childhood Australia, pp. 1–12, viewed 5 August 2023,
https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/01/Statement-of-Inclusion-2016.pdf

Giugni, M 2014, Rethinking images of inclusion: a picture book for children’s services, ACT

Professional Support Coordinator, Canberra, ACT, pp. 1–32, https://multiverse.com.au/wp-content/uploads/2018/10/rethinking-images-1.pdf

Good Run Solutions 2010, Practice: Anti bias curriculum in early care and education, Good Run Solutions, pp. 1–2, https://web.archive.org/web/20210416155609/https://www.goodrunsolutions.com.au/resources/downloads/practice/infosheets/Practice_GRS_Anti_Bias_Curriculum_in_Early_Care_and_Education_0710.pdf

Kuh, LP, LeeKeenan, D, Given, H & Beneke, MR 2016, ‘Moving beyond anti-bias activities: Supporting the development of anti-bias practices’, YC: Young Children, vol. 71, no. 1, National Association for the Education of Young Children, pp. 58–65, viewed https://web.s.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=592c9cfc-1c21-4af2-80f1-097e69954c45%40redis

# data[].attributes.body
https://www.youtube.com/watch?v=2FCwiVrJdHE
-  A lovely video to teach children about inclusion.

https://allplaylearn.org.au/early/educator/
- Beneficial website for early child childhood educators. i will definitely be referring to this website a lot.

https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/01/Statement-of-Inclusion-2016.pdf
- I found this statement very useful and think other educators and even families will benefit from it.

# data[].attributes.attachment_link.title
The Number 1 Way To Teach Kids About Inclusion