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As early childhood educators, we are responsible for creating inclusive environments that value diversity and ensure all children have equal access to opportunities, including those with additional needs. The Early Years Learning Framework encourages us to consider children's social, cultural, and linguistic backgrounds when developing a curriculum (Early Childhood Australia, 2014)

Moreover, supporting agencies play a vital role in identifying barriers to inclusion, such as the physical, cognitive, or sensory challenges some children face. By partnering with these agencies, educators can learn effective strategies to overcome these barriers.

A comprehensive well-being plan for staff, children, and families cultivates a vital sense of belonging for all. Well-being is fundamentally connected to one's sense of belonging, purpose, and growth. When staff, children, and families feel healthy, happy, safe, and socially fulfilled, they can fully engage in and learn from daily routines, play, interactions, and experiences. Maslow's Third Hierarchy also agrees that human needs are social and involve feelings of belongingness. The need for interpersonal relationships motivates behavior (McLeod, 2024)

Also, agencies guide the family-centred approach. So, when families are heard and respected, they can be part of a child’s development. Another reason is Agencies provide a wide range of materials, such as self-guided learning packages, workshops, and training programmes. These tools enable educators to improve their abilities and expertise. Finally, agencies like the Inclusion Support Program (ISP), funded by the Australian Government, support the service in embedding inclusive practice. In conclusion, agencies and resources are partners in fostering an inclusive atmosphere for early learners.

Food is essential to children's development and can connect with a person's family or country. A healthy menu (or food brought from home) provides a firm foundation for health. For holistic health, a healthy menu must be delivered safely and in a health-promoting environment that considers social and emotional health and well-being(FAIR FOUNDATIONS HEALTH EQUITY SERIES Promoting Equity in Healthy Eating (Evidence Summary, n.d.)

As an early childhood service, we include children with diverse backgrounds and respect children's cultural diversity and the values and beliefs of families (NQS Quality Area 6). Should plan a menu that considers all aspects of respecting children and families when food choices or food brought from home are inconsistent with food and nutrition policies.

Ensuring the menu reflects the needs of the children and community

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Kritika Joshi Thapa (S4660010)

Sonbinder Brar (S4683649)

Prashansa Nagar (S3735246)

Mahesha Samarakoon (S4684805)

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Australian Children's Education and Care Quality Authority (ACECQA). (2022). Belonging, being and becoming: The early years learning framework for australia (V2.0). In ACECQA. Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Early Childhood Australia. (2014). Statement on the inclusion of every child in early childhood education and care (p. 2). https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/01/Statement-of-Inclusion-2016.pdf

FAIR FOUNDATIONS HEALTH EQUITY SERIES Promoting equity in healthy eating An evidence summary. (n.d.). https://www.vichealth.vic.gov.au/sites/default/files/Health-Equity_Summary-Report_HealthyEating.pdf

INCLUSION AND EQUITY QUALITY AREA 1 -EDUCATIONAL PROGRAM AND PRACTICE. (n.d.). Retrieved March 2, 2024, from https://sparkways.org.au/uploads/documents/Policies/Inclusion-and-Equity-Policy-December-2023.pdf

McLeod, S. (2024, January 24). Maslow’s Hierarchy of Needs. Simply Psychology; Simply Psychology. https://www.simplypsychology.org/maslow.html

Australian Human Rights Commission (2022). Right to education | Australian Human Rights Commission. [online] humanrights.gov.au. Available at: https://humanrights.gov.au/our-work/rights-and-freedoms/right-education.

Clarke, M. (2023). Inclusion Support Program - Department of Education, Australian Government. [online] Department of Education. Available at: https://www.education.gov.au/early-childhood/inclusion-support-program

References for poster pictures:

Ability-Based Learning Empowering Independence Early Childhood & Family-Centered Support [Photograph]. https://able-i.com.au/services/( unknown)

A&E Illustration (2022). Diversity Inclusion Equality Sign Language [Photograph]. https://designbundles.net/ae-illustration/2191945-diversity-inclusion-equality-sign-language

Diversity Kids (2022). Tips for supporting inclusion in education and care settings [photograph]. https://www.facebook.com/earlychildhoodaustralia/posts/inclusion-is-about-belonging-to-and-participating-in-a-diverse-society-and-creat/5189918387712386/

Food City: City of Melbourne Food Policy - City of Melbourne. (n.d.). Www.melbourne.vic.gov.au. https://www.melbourne.vic.gov.au/community/health-support-services/health-services/Pages/food-policy.aspx

Importance of Multilingualism. (n.d.). Www.linkedin.com. Retrieved March 2, 2024, from

https://www.linkedin.com/pulse/importance-multilingualism-luiz-firmino-cissp-cism-crisc-cciso

Lovely, J. (2018). Multicultural food in Australia [photograph]. https://www.quora.com/What-are-some-examples-of-multicultural-food-in-Australia

Queensland Government Department of Education. (2024). Principal Health and Wellbeing [Photograph]. https://education.qld.gov.au/initiatives-and-strategies/health-and-wellbeing/workplaces/health-wellbeing.

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LEGISLATION AND STANDARDS

Relevant legislation and standards include but are not limited to:

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LEGISLATION AND STANDARDS

Relevant legislation and standards include but are not limited to:

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• Age Discrimination Act 2004

• Charter of Human Rights and Responsibilities Act 2006 (Vic)

• Charter for Children in Out-of-home Care (Vic)

• Children, Youth and Families Act 2005 (Vic)

• Child Wellbeing and Safety Act 2005 (Vic)

• Child Safe Standards (Vic)

• Dardee Boorai: the Victorian Charter of Safety and Wellbeing for Aboriginal Children and Young People

(Vic)

• Disability Act 2006 (Vic)

• Disability Discrimination Act 1992 (Cth)

• Education and Care Services National Law Act 2010

• Education and Care Services National Regulations 2011

• Equal Opportunity Act 2010 (Vic)

• Fair Work Act 2009 (Cth)

• Health Records Act 2001 (Vic)

• Privacy and Data Protection Act 2014 (Vic)

• National Quality Standards Quality Areas 1-7

• Occupational Health and Safety Act 2004

• Privacy Act 1988 (Cth)

• Racial and Religious Tolerance Act 2001 (Vic)

Source:- Sparkways Inclusion document.

(INCLUSION and EQUITY QUALITY AREA 1 -EDUCATIONAL PROGRAM and PRACTICE, n.d.)

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Based on our experience working with children, families, and the community, we believe Sparkways' policies should be further revised to foster a more equitable environment for all. While the current policies aim to respect the community, people, and children, the following changes will help create greater fairness.

The document should be written in a way that is easy for children to understand, rather than saying, "Making sure that educational activities are done following an approved learning plan, considering the needs and experiences of each child, and recognizing that every child is unique," we can say, "We know that everyone learns differently. Our teachers will use games, stories, and fun activities so that everyone can participate and have fun while learning."

Furthermore, The inclusive policy does not explicitly state where to find support for children with additional needs, such as agencies, support groups, and resources. When it comes to education and care services, it is crucial to incorporate support services into inclusive policies and ensure that staff and families understand where to seek help.

Additionally, we think that the inclusion policy should prioritize the well-being plan of staff, children, and families. By understanding their needs and lifestyles, we can provide services without making any judgments, thus fostering a stronger connection with each individual.

Family support services provide individualized assistance that enables children to learn and develop at their own pace. By directing families to appropriate resources and services, we create opportunities for children to thrive in supportive learning environments tailored to their needs.

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Sparkways's inclusion policy serves as a guiding principle for the development of our inclusion policy. This policy is committed to providing a high-quality educational program and practice, as outlined in QUALITY AREA 1 - EDUCATIONAL PROGRAM AND PRACTICE. The policy aims to create a sense of belonging for all children, families, and staff, without any form of discrimination based on factors such as background, ethnicity, culture, language belief, gender, age, socioeconomic status, health status, level of ability or additional needs, family structure and lifestyles, and Aboriginal and Torres Strait children and families(INCLUSION and EQUITY QUALITY AREA 1 -EDUCATIONAL PROGRAM and PRACTICE, n.d.)

Sparkways, a learning environment, prioritizes the interests, abilities, and needs of each child, recognizing them as capable learners. Through reflective practice and partnerships with families, we strive to make inclusive programming accessible to all children. And also focus on supporting First Nation children in realizing their full potential during their early years and achieving long-term success.

This inclusive approach enables us to implement various strategies:

1. Child-Centered Learning: Our educational practices revolve around the child's individual needs and interests.

2. Collaborative Learning: We encourage children to collaborate, share knowledge, and respect diverse perspectives.

3. Differentiated Instruction: We tailor our teaching methods to accommodate the unique learning styles and abilities of each child.

4. Parent Involvement: We emphasize the importance of active participation from parents and guardians in their child's education.

5. Culturally Responsive Teaching: Our programs reflect and respect the values and cultural beliefs of the families and local community we serve.

The Sparkways policy was developed by our pedagogical leader and operation manager. It emphasizes the promotion of active participation, positive mental health, and overall well-being for children, educators, staff, and families. Upholding children's rights and human rights is also a key aspect of our policy. Additionally, It prioritizes the mental health and well-being of all children, families, and staff members(INCLUSION and EQUITY QUALITY AREA 1 -EDUCATIONAL PROGRAM and PRACTICE, n.d.)

The Sparkways policy is committed to nurturing a cooperative educational setting from teachers where children can flourish and gain knowledge from each other. Through the use of inclusive language, promoting empathy, and cultivating a culture of acceptance, teachers can guarantee that every child feels esteemed and honoured(INCLUSION and EQUITY QUALITY AREA 1 -EDUCATIONAL PROGRAM and PRACTICE, n.d.)

What understandings of inclusive practice are silenced or unsaid in the document?

The document fails to address the importance of external support agencies such as EKA MULTICULTURAL SERVICE, FOUNDATION HOUSE, EARLY CHILDHOOD INTERVENTION, VACCA, and NDIS, which play a crucial role in assisting families, teachers, and children.

There is a notable absence of any discussion on bias and bullying in the document, which are significant aspects of inclusive practice.

To enhance inclusivity, it is essential to implement a system that allows kindergarten teachers or centres to directly access funding, thereby reducing waiting times for children and families.

Furthermore, the inclusion of a child, family, and staff wellbeing plan in the policy would demonstrate equal consideration for all individuals involved(ACECQA), 2022)

Kitchen staff should take into account children's cultural backgrounds, religious beliefs, and health issues when planning the service menu to ensure that all children receive appropriate nutrition according to guidelines and policies. The document also lacks specific provisions for children who may require alternative meal options due to medical, religious, or cultural reasons(FAIR FOUNDATIONS HEALTH EQUITY SERIES Promoting Equity in Healthy Eating an Evidence Summary, n.d.)

The policy should be available in all languages, including sign language, and in audio and video formats to ensure accessibility for individuals with hearing or visual impairments.