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Building inclusion through the power of language 1 Building inclusion through the power of language Join the conversation #WordsAtWork.  https://www.dca.org.au/sites/default/files/dca_wordsatwork_overall_guide.pdf.

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

Giugni, M. A Picture Book for Children’s Services. http://www.picturebooklessons.weebly.com/uploads/1/1/3/3/11330516/rethinking_images_of_inclusion.pdf

Griffiths-Chandran, S 2012, ‘Enhancing social and emotional learning by applying the early years framework to the needs of refugee children under five’, Foundations, no. 8, Hunter Institute of Mental Health, Newcastle, NSW, pp. 12–15, accessed from https://webarchive.nla.gov.au/awa/20140208064849/http://www.himh.org.au/__data/assets/pdf_file/0004/2785/4-Enhancing-Social-and-Emotional-Learning.pdf

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We as early childhood educators are the foundation to achieving inclusion of every child. Inclusion is important as it ensures all children are participating in experiences that are helping them to interact and learn, this enhances their ability to recognise their own strengths and interests and allows for every child to be included. Inclusion promotes diversity and overcomes any barries that may exist to ensure that every child experiences a quality early childhood education. (Early Childhood Australia 2014).

As a person with a disability myself, I know firsthand how important it is for a child to feel included and unfortunately am well aware of the long lasting affected that comes with not being included. The anti-bias approach is one I follow as it ‘supports children and their families as they develop a sense of identity in a diverse society. It helps children learn to be proud of themselves and their families, respect a range of human differences, recognize unfairness and bias, and speak up for the rights of others’ (Derman-Sparks & Edwards 2010) and these are all values I wish I was encouraged to adapt in my early childhood. I will strive to ensure all children and families feel that I have ensured inclusion in my teaching practices. It is important for children and adults to see everyone as able and equal and accept everyone regardless of their differences. Children tend to pick up qualities and beliefs from their role models this is why its important for everyone to achieve inclusion.

As an early childhood educator, I’m going to ensure every child feels safe, support and supported and that no matter our differences we all belong. I will strive to ensure I adapt activities and experiences according to individual needs. I will ensure to speak up against negativity or exclusion whether it’s related to religion, gender, race or even their interests. ‘the language of inclusion sets out our multiple realities (Martin, 2008)’ this provides the opportunity to help us feel that we belong however it can also mean that we can experience exclusion.  In order to ensure an inclusive environment, I will show respect for everyone whom I work with, care for or engage with in any circumstance, I am very cautious on the wording I use when talking to colleagues, parents and children as I adapt my language according to  whom I’m speaking to so it is easiest to understand and allows for them to feel like their needs are being incorporated. I am a massive believer that anyone can achieve anything they wish to so I will always do my best to encourage children to feel as if they can do it, as growing up I doubted myself and my abilities due to my role models lacking confidence in my abilities and I will do my best to ensure another child doesn’t feel that way.

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How would you describe inclusion to someone entering the field?

I would ask this question as it helps me to understand their point of view and understanding on inclusion in early childhood, this is important to me as it helps me better my practices and could help my view on inclusion as well as allows me to express my thoughts and ideas. This could change the way the workplace runs, and the way people are thinking as expressing our ideas and views could allow for people to adapt and change their views and increase ideas and thoughts for ensuring inclusion in our environment. We are only bettering ourselves and our teaching practices by allowing for feedback and opening ourselves up to change and different points of view, it also helps with understanding situations better as I will then know how that educator views inclusion and will further my understandings on why they implement what they implement.

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What strategies do you implement that help you ensure the child’s inclusion?

I would ask this question as I would also like to have some new perspectives or ideas on strategies, I could implement myself and also give my thoughts on them and my own strategies as I believe its important to give and receive feedback especially when it comes to educating the children.  ‘When educators network with each other it positively impacts children’s achievement and allows the educators to explore new ideas and ways of thinking’ which is a strong quality and benefits not only the educators but the children as well as we are bettering our input into their learning. I wish to improve my teaching and myself to the highest possible level so being able to adapt new strategies is key.

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What experiences would you like to see in the room?

Once again, I would ask this question as I believe it is highly important to create an environment which the children are interested in and are excited to engage with. This also ensures that everyone has an input into their learning and is inclusive of everyone’s wants and build the ability of the children to feel like they belong within the room as they have contributed to the environment and their requests were acknowledged. In the statement of inclusion by Early childhood Australia it states that ‘Active participation is when services develop practices, and are able to demonstrate to children and families that all children participate meaningfully while learning, playing and interacting together, all children are supported to be active members of their community, programs acknowledge each child’s strengths and interests’ which is what I believe I am achieving by asking this question.

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What would you like to learn about today?

This question gives the children a choice and a voice in their development. I believe children should always have input into their learning as it is THEIR learning, if the child is able to create their play spaces and experiences, they will be more involved and pay more attention. In the statement of inclusion by Early childhood Australia it states, ‘Educators engage in professional practice that focuses on, the child as a contributor to their own learning and that of their peers’. Doing so also allows for the educators to get to know the children and their interests on a deeper level.

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What are some resources/materials you would like to see in the room?

I believe asking this question is important as it highlights the interest we are showing in their input and that we wish to ensure the highest possible quality for themselves and their children.  By receiving input from the families and adapting to as much feedback as possible we are creating inclusion of the families as well whilst ensuring the children remain interested as allowing the parents to be apart of the programming helps to ensure we have an inclusive program that children will enjoy engaging with.  As we are unable to experience their home environment, our information comes from the families which by including activities or materials they have at home this may help them feel more included and supported within the room.

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What areas would you like for your child to improve on/learn about?
This is a question I would ask parents or families because it allows for myself and educators to have an idea on what they are expecting and what area they feel their child might need support on, giving us the ability to focus on these areas and implement them into the curriculum. This can help the children feel safe, secure, and supported as we can help them grow in areas, they may lack confidence in, and this can help them feel included within their environment. It’s imported for the families to also feel included as it is their child’s development in our hands, ‘adapting curriculum and program practices and providing additional resources that respond to each child and family’s strengths, interests and individuality’. (Early Childhood Australia 2014).

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1.      What do you see as your child’s greatest strengths or skills?

This is a question I would ask the parents or families because it allows for the ability to develop a positive relationship between myself and the families. By expressing interest in the family’s needs and wants it helps me to identify what areas to focus on to better the child’s experience. ‘Each child has unique interests and strengths (Early Childhood Australia 2014)’ by identifying these and ensuring to incorporate them into our program, we highlight the importance of inclusion. I believe its important to shape the curriculum around the children’s interest as it ensures the children are all actively participating. We can also build the child’s sense of self by teaching them that they are confident and capable learners and building it off their known skills and interests.

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Building inclusion through the power of language 1 Building inclusion through the power of language Join the conversation #WordsAtWork.  https://www.dca.org.au/sites/default/files/dca_wordsatwork_overall_guide.pdf.

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Griffiths-Chandran, S 2012, ‘Enhancing social and emotional learning by applying the early years framework to the needs of refugee children under five’, Foundations, no. 8, Hunter Institute of Mental Health, Newcastle, NSW, pp. 12–15, accessed from https://webarchive.nla.gov.au/awa/20140208064849/http://www.himh.org.au/__data/assets/pdf_file/0004/2785/4-Enhancing-Social-and-Emotional-Learning.pdf.

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https://multiverse.com.au/wp-content/uploads/2018/10/rethinking-images-1.pdf