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This website provides information about inclusion resources such as the statement on the inclusion of every child in early childhood education and care, the Statement on inclusion of children with disabilities and useful links.

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ECA is committed to the inclusion of every child in early childhood education and care. Inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs. Inclusion resources are an important part of how we support high quality early childhood education and care. You can access these resources and links from this page.

Inclusion in early childhood - free resources and professional learning

The ECA Learning Hub, in collaboration with sector experts, has developed a collection of free inclusion resource for educators at every stage of their career. The Access, participation and positive outcomes: Inclusion in early childhood resource includes a series of short animations in accessible language, a 12-episode podcast series, a collection of online self-paced professional learning courses and a set of downloadable e-books with practical approaches to supporting children's development.

These resources have been designed to support increased knowledge, skills and confidence in the inclusion of children with a diagnosed disability, but also children with other factors that may affect their general wellbeing and engagement in early
learning.

Explore these free inclusion resources on the ECA learning hub.

This project was funded by the Department of Education's Inclusion Support Program.

Statement on the inclusion of children in early childhood education and care

Inclusion ensures that all children participate meaningfully while learning and interacting in programs that acknowledge each child's strengths and interests, so that they are supported to be active members of their community. Inclusion is important for many reasons. It implements current thinking about child development; supports children's rights; implements the legal standards for early childhood education and care; and is good professional practice. Inclusion fosters diversity and overcomes any barriers that might exist to ensure that every child experiences quality early childhood education and care.

This statement explains inclusion. It outlines why inclusion is important, and it sets out what is required from everyone involved in the delivery of early childhood education and care to ensure inclusion of every child.

View the Statement on the inclusion of children in early childhood education and care .

Please also find the accompanying Factsheet on The experience of inclusion and exclusion in early childhood education and care available for download here .

Statement on inclusion of children with disability

In 2012, Early Childhood Australia (ECA) collaborated with Reimagine Australia (formerly known as Early Childhood Intervention Australia) to produce a Joint statement on the inclusion of children with disability in early childhood education and care. This joint position statement by ECA and ECIA set out our shared commitment to inclusion in early childhood education and care (ECEC). Its purpose is to create a vision for high quality inclusive practices in early childhood education and care. It will assist everyone in ECEC services, as well as support professionals, to fully include children with a disability and to achieve high quality outcomes for all children. It will also provide a framework for the development and implementation of policy and programs designed for all young children. The inclusive practices promoted by the position statement are characterised by the strong collaborative partnerships between children, families, early childhood educators and support professionals that are widely recognised as a cornerstone of high quality inclusive practice in ECEC programs.

View the Statement on inclusion of children with disability .

Useful links
Reimagine Australia
Useful resources

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ECA is committed to the inclusion of every child in early childhood education and care. Learn more about our work.

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This is the list of books we can use for children to learn about inclusion and acceptance.

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Inclusion ensures that all children participate meaningfully while learning and interacting in programs that acknowledge each child’s strengths and interests to support them to be active community members (Early Childhood Australia 2014).

As an early childhood educator, I view all children are capable, competent and involved learners, I will ensure to provide all children with equitable and participatory environments and experiences to promote their learning, development and well-being (DEEWR 2022). I recognize that each child has strengths, interests, cultural values and beliefs. I will respond and recognize any barriers each child faces in their learning and address circumstances. Every child should be valued as an individual and as a contributing member of their family, community and society so they develop a healthy identity (DEEWR 2022). When children have positive experiences and can exercise agency, they develop an understanding of themselves as significant and respected and feel a sense of belonging (DEEWR 2022).

According to Giugni (2014), discrimination is not the effect of people being different, but how society is structured which gives the impression that there are ‘normal’ ways of being, so we need to make our ways of thinking, acting and living that produce the effects of difference. Dau (2001) explains that children start noticing similarities and differences through social interactions from their early years of life. As children become aware of differences, they also develop feelings about what they are observing to make judgements as good or bad so children start developing a bias (Dau 2001). As an early childhood educator, I will implement Anti-bias curriculum and practice to support children and their families 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 (Kuh et al. 2016).

Inclusion is about belonging to and participating in a diverse society and creating an environment in which all children can participate and succeed (Early Childhood Australia 2014). Learnt from the Anti-bias practice of inclusion, I will teach children that all people are valued and should be respected for sharing insights and perspectives and trusting each other (Good Run Solutions 2010).  I will ensure to provide inclusive environments that are holistic and recognize the unique contributions made by each child and their family. I will also encourage them to contribute ideas, interests and questions to the learning environment. As a role model, I will use inclusive language to influence how to treat each other.  I will assist children to be culturally competent and responsive by taking action in the face of unfairness and discrimination (DEEWR 2022).

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1. What are your child’s interests and strengths?

I am asking this question because knowing each child’s interests, abilities and strengths is an important part of inclusive practice in early childhood education and care. I believe that each child is a competent, capable and confident learner. As an early childhood educator, knowing, valuing and building on all children strengthens their motivation and engagement in learning. I am aware of and respond to the strategies used by children with additional needs to negotiate their everyday lives (DEEWR 2022).

I recognise that families are children’s first and most influential teachers. They play a crucial role in building collaborative relationships for their children’s learning and providing meaningful environments. I also value and respect families' contributions to creating a welcoming and culturally safe environment for their children (DEEWR 2022).

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2. What is your family’s cultural background? (e.g. language spoken at home, food, important family events, cultural celebrations)

I am asking this question because I respect for diversity. Children are born belonging to a culture which is not only influenced by traditional practices, heritage and ancestral knowledge but also by the experiences, values and beliefs of individual families and communities (DEEWR 2022). I acknowledge the histories, cultures, languages, traditions, religions, spiritual beliefs, child-rearing practices and lifestyle choices of families (DEEWR 2022). Knowing each family’s cultural background, I can provide culturally safe and secure environments for all children and their families. If children feel safe, secure and supported they will grow confident to explore and learn. If children feel valued, successful and accepted, they confidently explore and engage in social and physical environments through relationships and play.

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3. What helps you to feel welcome and what gives you a sense of belonging?

I am asking this question because creating a welcoming environment is important for building positive relationships with children and families. If I build a positive relationship with families, they are easy to share their children’s interests, strengths and abilities. Through open communications, we can develop inclusive education and practices for children’s learning, and development.

Through building trusting relationships, I can share my understanding of their children or listen to their children’s learning difficulties, which need more support areas that families face. Families are also ready to interact with other families in the environment to feel connected to engage in centre events, celebrations and children’s parties. It helps them to develop their children’s trust and confidence in the service as well.

I also acknowledge that the family is the most powerful influence on each child’s life and that learning outcomes are most likely to be achieved when educators work in partnership with families to ensure the experiences planned for children are meaningful (ACECQA 2011).

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1.  What do you like to play in the kinder?

I am asking this question because developing the educational program based on the knowledge of each child so knowing their current strengths, abilities and interests is important. Each child has a unique identity so each child has own strengths and interests. As an early childhood educator, I want to give children to have choices for their learning. I also want to support them in developing positive self-worth by allowing them to celebrate their own interests and express themselves in different ways (DEEWR 2022).

Inclusion requires meaningful participation; it starts with recognizing children as active agents in their own learning (Early Childhood Australia 2014). Children have a voice in their learning. Children can actively engage in play to extend their thinking, ideas and knowledge. I will assist children to recognize unfair play and offer constructive ways to build a caring, fair and inclusive learning community (DEEWR 2022). Bias comes from incorrect or not enough information, emotional stress, time pressures, difficulty adapting to a new societal culture, lack of an established support system and language and/or communication barriers (Good Run Solutions 2010).

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2. What resources/materials, do you need for your play?

I am asking this question because using specific resources and materials, helps children develop higher thinking skills, foster self-esteem, change structures and employ a direct approach (Dau 2001). It involves eliminating stereotypical materials and resources, selecting anti-bias materials, using materials in creative ways and creating visual displays that include images of the children and their families and that accurately and fairly reflect diversity (Dau 2001). Providing familiar resources and materials for children makes them feel safe, secure and supported.

As an early childhood educator, providing inclusive environments is important to recognize all children’s ages, interests, preferences, abilities and learning styles.

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1. How to support children to use more inclusive language?

I am writing this question because I have learned from this inclusion unit, that research shows that children notice differences about themselves and others from the early years such as “I am a boy/girl.”, ‘My skin is darker or white.”. Maybe without noticing, I saw that children start excluding others from their play such as “We play “mums”, we don’t need dads.”,” We play superheroes, we don’t need girls.”

I want to encourage children to use inclusive language. Language is powerful in building secure, respectful and reciprocal relationships that value diversity among people, individual differences and uniqueness with other colleagues, supervisors and administrations. We can educate children to build positive self-images and treat others with respectful manners. We can encourage children to explore and ask questions about the differences they notice and their questions are answered accurately and honestly (Dau 2001). If children recognize and challenge bias themselves (including stereotyping), they need to learn how to take action against unfair treatment (Dau 2001).

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2. Why is so important to start anti-bias education and practices in early childhood care settings?

I am asking this question because I believe that an anti-bias curriculum and practices need to be implemented in early childhood care settings. It is important to support children and families to acknowledge their cultural values, beliefs and languages accept differences and respect differences.

As early childhood educators and professionals, we need to reflect diversity positively through resources and materials and promote inclusive environments. We acknowledge each child and family’s values, abilities, strengths and ideas including Aboriginal and Torres Strait Islander people and facilitate their learning and needs. Our position is important to positively influence attitudes, to challenge bias and to prepare all children, families and communities for a rich, full and productive life working together (Dao 2001).

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Australian Children’s Education and Care Quality Authority 2011, National Quality Standard Resource List, viewed 7th October 2023, <Inclusive_environments final.pdf (acecqa.gov.au)>.

Dau E 2001, The anti-bias approach in early childhood, 2nd ed, Sydney, Addison Wesley Longman.

Department of Education, Employment and Workplace Relations (DEEWR) 2022, Belonging, Being and Becoming: The Early Years Learning Framework for Australia, Canberra, ACT: Commonwealth of Australia.

Early Childhood Australia 2014, Statement on the inclusion of every child in early childhood education and care, Early Childhood Australia, pp. 1–12, viewed 7th October 2023, <http://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, viewed 7th October 2023, <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, viewed 7th October 2023, <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 7th October 2023, https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=114680491&site=ehost-live&authtype=shib&custid=s1145751.

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Louise Dorrat, an early childhood consultant wrote about what is inclusion and how to implement it in early childhood settings and care.

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Inclusive Environments for Children: Identity, Fairness and Diversity - ABC Kids

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‘Belonging is central in shaping who children are and who they can become’. Insights on what it means to be inclusive in the early years from Early Childhood Consultant, Louise Dorrat.

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This Playmatters website provides information on how to provide inclusive learning environments.

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Guest written by Hannah McCarten , Bachelor of Education (Early Years) Student from the University of Wollongong while on placement with Play Matters Australia

Inclusion means all children are included in social and educational programs that allow them to engage and learn in ways that are relevant to them and take into account their unique abilities and interests (Early Childhood Australia, n.d.). Embedding inclusive practices in playgroup and other play experiences ensures children and families with various needs and abilities have the opportunity to participate in play spaces. Regardless of individual circumstances, such as ability, gender, capabilities, or different ways of doing and being, all children have the right to engage in early learning (AGDE, 2022). The wellbeing and positive outcomes for children in all their diversities are supported by the development of inclusive learning environments and the adoption of flexible and informed practices, including making reasonable changes to maximise accessibility, involvement, and engagement in learning (AGDE, 2022).

When creating an inclusive environment, it is important to take into account the needs of all children, such as those of various ages, interests, backgrounds, cultures, and abilities (Australian Children's Education & Care Quality Authority, 2022). It's important to ensure that the learning and play space is accessible for all. Some considerations to ensure accessibility for everyone include:

Providing sufficient space - consider the different types of assistive technology in use, such as wheelchairs and their various sizes, powered mobility devices, strollers or crutches.

Positioning the layout and activities with thought to accessibility, e.g., allowing adequate space between activities for individuals who use mobility aids, and setting the quiet space away from louder activities such as music play.

Offering different levels of equipment for children and families to access, e.g., different size chairs and tables, mats for young children to crawl or sit on, heightened trays or troughs

Provide resources to support children's sensory processing needs e.g., headphones for children with overwhelming sensory input, fidget toys, quiet zone.

(Australian Children's Education & Care Quality Authority, 2022)

For families and their children to feel included in the play space, it's important to provide a range of play resources and activities suitable for everyone that promote inclusion. Some considerations for this may be:

Provide a diverse range of toys and resources e.g., books that represent different abilities, dolls of different genders and skin tones, toy foods from different cultures.

Offer a quiet, low sensory space for children and families, this may include pillows, books, fidget toys, calming tools, headphones, or blankets.

Provide open ended sensory play opportunities for social and shared play, e.g., water play, block play, sand play, playdough, creative arts area, dress ups.

(Australian Children's Education & Care Quality Authority, 2022)

Studies of programs to improve educator-parent relationships show that encouraging communication and cooperation between parents and educational leaders can improve children's development of cognitive and social-emotional development (Murphy et al., 2021). The ability to share understandings and abilities with families about how children learn and develop through warm, responsive, and consistent home learning environments depends on the strength of the partnership between the educator and the parent (Murphy et al., 2021). This may have an impact since nurturing, attentive, dependable parenting, and a stimulating home environment, can have a significant impact on children's developmental outcomes (Murphy et al., 2021). Some ways families and educational leaders can work together to support children include:

Involve families in important decision making such as safety implementation, how to create a more welcoming environment, and communication tools.

Gain a deeper understanding of the child to better support their participation, e.g., more space around activities, or whether higher tables or floor space is more accessible.

Create opportunities for regular communication, open discussions between families and educational leaders help build trust and ensure both parties feel supported. Play experience leaders or facilitators have the ability to support families by providing resources and helpful tips to promote learning for the child in the home environment.

(Australian Children's Education & Care Quality Authority, 2022)

Families can encourage children to feel a sense of belonging and inclusiveness by offering them opportunities to engage in enjoyable activities with other children, supporting them to include and value others, and by providing encouragement that is targeted and emphasises effort over achievements (Be You, 2020). Parents can also interact with other families in the environment, look out for new families, and make others feel welcome. Parents and families can ask questions if they're unsure about something, and find out if there are ways to participate and attend social activities (Be You, 2020). Sharing ideas and additional information could assist professionals in making the best plans for your child (Be You, 2020).

Increased social interactions

Access to a greater range of learning and play opportunities which can stimulate physical and social development

Development of social skills through interactions with professional educators and children

Gaining the ability to trust and feel a sense of belonging

Development of a 'circle of security'

Growth of confidence, self-regulation and discovery of individual identity

A greater appreciation for and understanding of diversity as well as individuality

Parents may feel supported and encouraged in their developing parenting skills

Greater interactions between parents and their children

Improved sense of self-worth and self esteem

Visit playmatters.org.au to learn more or to discover a playgroup near you.

Australian Children's Education & Care Quality Authority. (2022). QUALITY AREA 3 INCLUSIVE ENVIRONMENTS. https://www.acecqa.gov.au/sites/default/files/2022-03/Inclusive_environments%20final.pdf

Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.

Be You. (2020). Five ways families can support belonging and inclusion. The Spoke - Early Childhood Australia's Blog. https://thespoke.earlychildhoodaustralia.org.au/children-need-feel-world-safe-place/

Early Childhood Australia. (n.d.). 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

Murphy, C., Matthews, J., Clayton, O., & Cann, W. (2021). Partnership with families in early childhood education : Exploratory study. Australasian Journal of Early Childhood; v.46 n.1 p.93-106; March 2021, 46(1), 93-106. https://search.informit.org/doi/10.3316/aeipt.228423

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Read on for more information on creating and maintain inclusive learning environments.

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What are inclusive environments? We need to design for all children who can explore without any barriers.

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AIATSIS teaches Aboriginal and Torres islander people's history, values and culture to be recognized and respected.

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Local in focus but global in impact, our vision is a world in which Aboriginal and Torres Strait Islander knowledge and cultures are recognised, respected, celebrated and valued.