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 My teaching philosophy/ Understanding of inclusive practices.

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 My teaching philosophy/ Understanding of inclusive practices.

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My teaching philosophy is deeply rooted in the principles of inclusivity which is deeply inspired by  the Early Years Learning Framework (EYLF), the United Nations Convention on the Rights of the Child (UNCRC), and the Statement on the Inclusion of Every Child in Early Childhood Education and Care. I believe that every child has the  right of quality education and care in an inclusive environment.

The EYLF guides me to understand the importance of holistic development and individual learning experiences. I believe that each child is unique, with their own strengths, interests, and needs.  I want to create a learning environment that celebrates diversity and promotes equity. By adopting a variety of inclusive practices, such as flexible learning experiences and routines and cultural responsiveness to meet the diverse needs of every child. Cultural responsiveness is more than awareness of cultural differences. It includes learning about multiple perspectives and diversity in all its forms, such as Aboriginal and Torres Strait Islander peoples, ethnic, cultural, linguistic, family and individual diversity (The Early Years learning framework for Australia)

Furthermore, the UNCRC highlights the equal rights of children to access quality education including the right to play and participation. The united Nations Convention on the Rights of the child (UNCRC) highlights the equal rights of every child to access quality education that supports their overall developments, personalities, talents and abilities (UNICEF Australia, Convention on the rights of the child)

I am committed to endorse these rights in my practice, ensuring that every child has the equal opportunities to learn, develop and grow. I actively promote children's agency and their voices to be heard, Early childhood professionals need to believe that children can talk about what is important to them and that they are prepared to listen (supporting young children's right 2015)

encouraging them to actively participate in decision making. In the classroom I am committed to create an environment where every child feel safe, belonged, to be listened and become an active member of their learning journey. value children’s views and opinions and show that they have been acted on. Facilitate learning environments that foster opportunities for all children to express themselves (supporting young children's right 2015

The Statement on the Inclusion of Every Child in Early Childhood Education and Care reinforces my commitment to creating an inclusive environment where every child feels a sense of belonging and acceptance. For that purpose, I strongly believe in working together with their families. Each child’s strengths are built upon, and any barriers to learning facing a child are recognised and responded to. (Statement on the inclusion of children in early childhood ...)  After the unit readings and watching and listening to the unit contents I am aware of the different barriers that may hinder children from accessing and fully participate in quality education e.g. Gender, economic status, health, disability, and cultural background and as well as family structure. I will assist children to get the full opportunities and overcome barriers by working closely with professionals, adopting anti bias approaches, collaborative practices with the team, using positive language and through early intervention which is important to assist children to overcome for physical barriers e.g. speech and hearing loss. early intervention means more young people have the best possible start in life. (Education in remote and complex environments) session 1 reading

In summary, my teaching philosophy is grounded in the principles of inclusivity, equity, and respect for diversity.  I want to offer a learning environment where all children, regardless of their background or abilities, have the opportunity to reach their full potential.

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Question and justifications- For Families, Based on my philosophy statement: -

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Question and justifications- For Families, Based on my philosophy statement: -

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To families: -

Q 1, Can you please tell me about your cultural background, traditions, beliefs, and values that are important to your families?

Justification: - This question is important to ask as it will give me insight of their family’s cultural values and then I can make sure that I include that cultural in the room that will make that child feel belonged, respected and valued. It will help me to develop a strong relationship with the families as they will feel a valued member of our community eg learning their greeting style.

Q.2 How can we make sure that your child feels included and belonged every day.

Justification: - this will help me to know the ways that I can embed during daily routines and will support me to create an inclusive curriculum. This will provoke families to provide me the insight of their culture, cultural display items and might learn some words in their language that I can use during my interaction with the child.

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To children: -

Q.1 What are your favorite activities/play to do?

Justification: - This question will bring the ideas to support and follow children’s interest. As an educator I can further do more observations to learn about their interest. It will help me to create inclusive curriculum that will be based on my philosophy that every child’s voices must be heard and child should be able to see that We educators acted on it. The Convention recognizes children be active participants in all matters affecting their lives (supporting young children's right 2015) session 1 reading.

Q.2 How I can make the classroom that give you similar feeling as home?

Justification: - This question will help me to understand that how I can support the child’s agency and the sense of belongings. Child might ask for a comfortable rest area or might ask for his family photo must be displayed in his cultural clothes. These voices of the children will assist me to embed an inclusive atmosphere in the classroom. It will empower the children to express their needs and preferences.

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Q.1 How you support special rights of children every day?

This question will help me to understand other’s perspectives and give me opportunities to learn how other educators facilitate children’s rights and support their learning by removing the physical. Social and emotional barriers.it will assist us to learn from each other, find out the effective practices to better support inclusive practices.

Q.2 What professional development training or resources will be helpful for us to promote inclusive practices?

The professional learning is a powerful tool for the educators that keep us up to date with the new laws and regulations. Prepare us to deal with any emerging challenges and equip us with the knowledge to create an inclusive, safe and supportive environment and become us a facilitator of children’s learning journey. Preliminary findings have shown a strong relationship between the qualifications of staff and the outcomes for children who attend these centres. (Fleer, Early childhood education: A public right and not a privilege 2002) session 1 reading

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1.      https://www.semannslattery.com/trust-me-im-a-professional/

Semann and Slattery have contributed to the field of early childhood education with their insights and expertise in areas such as inclusive practices, diversity, and equity. Their work includes research articles, books, or professional development resources that offer valuable perspectives and strategies for embedding inclusive practices into teaching.

2.         Resource: "All Are Welcome" by Alexandra Penfold and Suzanne Kaufman

Justification: "All Are Welcome" is a picture book that talk about diversity and inclusion in classroom. Through its vibrant illustrations and simple text, the book sends a beautiful message of acceptance and belonging, this book is a good resource for initiating conversations about inclusivity with children and families.

3.      https://youtu.be/wBz6glO5x5Q?si=2wXAAS36Hlvl_qdW- Ruby’s inclusion Story

This is a very inspirational video that can guide educators how their support and encouragement can help a child to overcome from their learning barriers. It promotes inclusivity and a beautiful example of inclusion. It inspires educators that a child may be different in one way but can be same in many ways and physical or any other barrier can't stop a child’s learning journey or can't stop them in reaching to their full potentials.

4.       https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

I always feel that EYLF is a bible for early childhood educators. It contains all the guidance and support material through principle, practices and learning outcomes.

5.      Resource: "Australian Government - Inclusive Education"

The Australian Government's resources on inclusive education provide guidance and support for educators, families, and policymakers to create inclusive learning environments. From policy documents to practical tools and case studies, these resources offer valuable information on inclusive practices, disability inclusion, and supporting diverse learners.

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·         Education in remote and complex environments. (n.d.). https://www.aph.gov.au/-/media/02_Parliamentary_Business/24_Committees/243_Reps_Committees/Education_and_Employment/Education_in_remote_and_complex_environments/Remote_education_full_report.pdf?la=en&hash=FC217ECE9459153DF91EE6D2DA1478C85E9B3E38

·         Fleer, M. (2002). Early childhood education: A public right and not a privilege. Australasian Journal of Early Childhood, 27(2), 1–7. https://doi.org/10.1177/183693910202700202

·         supporting young children’s right. (2015). Every Child, 21(1), 4–5.

·         Building inclusion through the power of language. (n.d.-a). https://www.dca.org.au/wp-content/uploads/2023/06/dca_wordsatwork_overall_guide.pdf (Building inclusion through the power of language)

·         Anti-bias education. Teaching for Change. (2024, February 15). https://www.teachingforchange.org/educator-resources/anti-bias-education

·         Early childhood australia. Early Childhood Australia. (n.d.). https://www.earlychildhoodaustralia.org.au/

·         Statement on the inclusion of children in early childhood ... (n.d.-c). https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/01/Statement-of-Inclusion-2016.pdf

·         The Early Years learning framework for Australia. (n.d.-d). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

·         Unicefaustralia. (n.d.). Convention on the rights of the child. UNICEF Australia. https://www.unicef.org.au/united-nations-convention-on-the-rights-of-the-child

·         Kadirkaba, Skynesher, Akinbostanci, Courtneyk, designer29, -Victor-, Bubaone, Kahfi, A., Photography, N. C., Miniseries, Alvarez, L., Cecilie_Arcurs, Rivero, H. R., Kula, E. S., Porcorex, valiente, C. la, Mattjeacock, Liang, W. Y., Vedfelt, K., … Aksoy, E. (n.d.). Question and answers line icon stock illustration. Question And Answer Photos and Premium High Res Pictures - Getty Images. https://www.gettyimages.com.au/photos/question-and-answer

·         Price, H. (n.d.). 12 easy ways to improve workplace teamwork. Jostle Blog. https://blog.jostle.me/blog/12-easy-ways-to-improve-workplace-teamwork

·         Sicinski, A., & About The Author      Adam Sicinski  Adam is a life coach. (2018, December 11). Creating a life resource list to help you achieve a goal. IQ Matrix Blog. https://blog.iqmatrix.com/life-resource-list

·         Antonio, C. (2024, February 22). How to write a book. Inspirationfeed. https://inspirationfeed.com/how-to-write-a-book/

·         American Psychological Association. (n.d.). References. American Psychological Association. https://apastyle.apa.org/style-grammar-guidelines/references