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Statement of my inclusive practice teaching philosophy

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Statement of my inclusive practice teaching philosophy

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My philosophy of inclusive practice is that every single child has the fundamental right and universal access to a quality Early Childhood education that nurtures their potential and promotes their overall well-being. (Fleer, 2002). This philosophy is aligned with the United Nations Convention on the Rights of the Child, which highlights the rights of all children to participate fully in their education, regardless of their cultural backgrounds, abilities and circumstances. The UNCRC states that every child should have opportunity for quality education that respects their identity and fosters their growth. (United Nations Convention on the Rights of the Child, 2024). Upholding these rights of all the children is vital in my inclusive practice teaching philosophy.

Both Early Years Learning Framework (EYLF) and Victorian Early Years Learning and Development Framework (VEYLDF) provides a guiding framework for early childhood educators to assure that every child receive equitable opportunities in their learning journey. (Department of Education and Training [DET], 2016). The EYLF emphasizes the importance of inclusive practices by encouraging educators to create welcoming spaces that reflect the diversity of all the children and families, fostering a sense of belonging. (ACECQA, 2022). My commitment to these principles involves recognizing and valuing each child's unique identity and experiences, which helps build an inclusive, supportive and adaptive learning environment in the service.

Building strong and positive relationships with families, staff, children and the wider community are important when establishing inclusive practices in the service. By engaging and including families in the educational curriculum, I can gain information of their expectations, goals for their children, and any other concerns that they have. This way I can ensure that all children at my care are supported both in the service and at home. Through inclusive practices, I can support the rights of all children. (Early Childhood Australia, 2016). According to the statement on the inclusion, it ensures that all children engage meaningfully in the education program which acknowledge their strengths, interests and capabilities. (Early Childhood Australia, 2016). Inclusion in ECE has three principles such as access, participation, and outcomes. (Early Childhood Australia, 2016). Access means that every child can participate in early learning opportunities by overcoming systemic, service, and individual barriers, thereby adapting services to a diverse community. Participation highlights the importance of children being active agents in their own learning. (Correia et al., 2021).  It is supported by inclusive programs grounded in the concepts of belonging, being, and becoming from the Early Years Learning Framework. (Early Childhood Australia, 2016). In conclusion, outcomes highlight that all children should experience positive learning results, including a strong sense of identity, well-being, engagement as confident learners, and effective communication skills. Together, these principles foster an inclusive environment where every child can thrive. (Early Childhood Australia, 2016).

Children's voices are important and should be acknowledged. Rinaldi highlights that, “truly listening means appreciating diverse viewpoints”. By practicing deep listening, educators can recognize “children as active contributors to their own learning experiences”. (Edwards et al., 1998). This can be accomplished by providing open-ended experiences, giving children the freedom to choose their materials, and designing spaces that encourage self-expression through play. These approaches empower children and promote inclusivity, allowing them to take charge of their learning journeys. (Edwards et al., 1998).

In my service, I try to establish an environment where all children feel protected, valued, and empowered. This involves implementing various instructions, where I adapt content, processes, and assessments to meet diverse learning rights of the children. The EYLF promotes for play-based learning that accommodates different learning styles, allowing children to engage with the program meaningfully. (ACECQA, 2022).

Collaboration with colleagues is essential in creating an inclusive educational culture. Engaging in professional development and sharing the best practices enhances our collective understanding of inclusion, ensuring that we can address challenges and celebrate successes together. By working collaboratively, we can create a learning environment that genuinely upholds the rights of every child. (Australian Institute for Teaching and School Leadership, 2017).

Ultimately, my inclusive teaching philosophy is about respecting the rights of all children to learn in an environment that values diversity and promotes equity.

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1)    What are your educational goals and objectives in your children’s learning journey and how can I support?

I am asking this question because understanding families' aspirations for their children allows me to align my teaching practices with their expectations. Engaging families in this conversation fosters a collaborative approach to education, essential for inclusive practice (Early Childhood Australia, 2016). It also helps me identify individual strengths and needs, enabling me to adapt my support for each child effectively. By valuing family input, I reinforce a sense of belonging and partnership, crucial for nurturing an inclusive environment in the service. (Department of Education and Training [DET], 2016).

2)    Would you like to tell your cultural values and traditions that can embed in our program?

The reason for asking this question is to recognize and value diverse cultural backgrounds is fundamental to creating an inclusive environment. Incorporating families’ cultural values into the educational program promotes children's identities and learning experiences for all children. (ACECQA, 2022). This dialogue inspires families to actively involve in their children’s Early childhood education and helps me to create a culturally responsive learning environment, which corresponds with the fundamentals of the Early Years Learning Framework (EYLF) reinforcing belonging, being, and becoming. (Department of Education and Training [DET], 2016).

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Children from various cultural backgrounds, abilities and strengths. 

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1)    What are some special things that you do with your family when celebrating your culture and traditions?

I would like to ask this question from children to celebrate diversity and support them to express their unique identities. Recognizing and sharing cultural backgrounds fosters an inclusive atmosphere where all children feel acknowledged and respected. This practice agrees with inclusive education principles that promote understanding and respect for differences, helping to build a strong sense of community among peers. (Australian Institute for Teaching and School Leadership, 2017)

2)    How do you feel and included when you play with others?

My intention with this question is because understanding children’s feelings about inclusion can help educators create a more welcoming environment. By reflecting on their experiences, children can identify specific actions that promote inclusion, enabling educators to foster an inclusive environment where every child feels valued and accepted. This aligns with the principle that listening to children’s voices is crucial for supporting their emotional well-being and active participation. (Edwards et al., 1998).

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Early Childhood Professionals who support inclusive practices in their service.

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1)    What effective inclusive practices that you implement with your team in the classroom?

I would like to know because collaboration among educators is vital for fostering an inclusive culture in the service. By sharing effective strategies, we can enhance our joint understanding and implementation of inclusive practices (ACECQA, 2022). This conversation allows us to reflect on our experiences and identify best practices that support all children, ensuring we meet the diverse needs of our learners while upholding their rights (Early Childhood Australia, 2016).

2)    What professional development opportunities do you think is necessary to help in enhancing our understanding of inclusive practices in the service?

I’m interested to identify the professional growth and development needs of the team. By understanding what staff feel would benefit their practice, we can pursue targeted training that supports their growth and enhances our collective ability to implement effective inclusive strategies in the service. (Australian Institute for Teaching and School Leadership, 2017).

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1.     Early Childhood Australia (ECA) - Inclusion Resources

https://www.earlychildhoodaustralia.org.au/our-work/inclusion-resources/

This resource offers a wealth of information on inclusive practices in early childhood education, including practical strategies and guidelines. It serves as a foundational tool for educators to enhance their understanding of inclusion and how to implement it effectively in their settings.

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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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2. UNESCO – Inclusion in Education

https://www.unesco.org/en/inclusion-education

This resource provides a global perspective on inclusive education, outlining principles, policies, and practices that encourage equal access to the education system for all children. It is useful for educators looking to understand the broader context of inclusion and best practices worldwide.

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UNESCO believes that every learner matters equally. Yet millions of people worldwide continue to be excluded from education for reasons which might include sex, gender orientation, ethnic or social origin, language, religion, nationality, economic condition or ability. Inclusive education works to identify all barriers to education and remove them and covers everything from curricula to pedagogy and teaching.

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3. Australian Institute for Teaching and School Leadership (AITSL) Professional Learning for Educators

https://www.aitsl.edu.au/

This resource discusses the importance of targeted professional learning and development for educators, emphasizing how it enhances their capacity to implement effective teaching practices, including inclusive strategies. It aligns with the idea that understanding staff needs can lead to more effective training and ultimately improve educational outcomes for all children. By focusing on inclusive education, AITSL advocates for training that fosters understanding of diverse learning needs, promotes equity, and encourages the creation of supportive environments for all children.

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Australian Institute for Teaching and School Leadership

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AITSL provides national leadership for the Australian State and Territories in promoting excellence in the profession of teaching and school leadership

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4. Mem Fox reads Whoever You Are

https://www.youtube.com/watch?v=VSCbCuGxkVc

This book celebrates the similarities and differences among children around the world. It can help families introduce conversations about diversity and empathy to their children. Furthermore, it is a great resource for educators to read in children’s group time.

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5. Family Relationships Online

https://www.familyrelationships.gov.au/

This is a valuable resource for families seeking to strengthen their relationships and support children with special needs. It offers practical information on effective communication, conflict resolution, and nurturing a supportive home environment. By equipping families with tailored guidance, the site empowers parents to advocate for their children in educational and social settings. This resource fosters a culture of acceptance and inclusion, helping families create environments where all children can thrive.

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Services to assist families manage relationship issues, including helping families agree on arrangements for children after parents separate.

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6. Inclusion in early childhood

https://www.education.gov.au/early-childhood/about-early-childhood-education-and-care-australia/inclusion-early-childhood

I am recommending this resource because it offers comprehensive guidelines and frameworks that promote inclusive practices within early childhood education. it serves as an effective tool for families, helping them understand their rights and the importance of inclusion in their children's education. This knowledge empowers parents to advocate for their children's needs, ensuring they receive equitable opportunities for learning and development.

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Information and resources to help early childhood education and care (ECEC) services ensure every child can access, participate meaningfully in, and experience positive outcomes from ECEC.

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ACECQA. (2022). Belonging, being and becoming: The early years learning framework for australia (V2.0). In ACECQA. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Australian Institute for Teaching and School Leadership. (2017). Australian Institute for Teaching and School Leadership. Aitsl.edu.au; Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/

Correia, N., Aguiar, C., & Amaro, F. (2021). Children’s participation in early childhood education: A theoretical overview. Contemporary Issues in Early Childhood, 24(3), 146394912098178. https://doi.org/10.1177/1463949120981789

Department of Education and Training [DET]. (2016). Victorian early years learning and development framework. Department of Education and Training. https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.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

Edwards, C. P., Gandini, L., & Forman, G. E. (1998). The hundred languages of children: the Reggio Emilia approach--advanced reflections (2nd ed.). Ablex Pub. Corp.

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

United Nations Convention on the Rights of the Child. (2024). UNICEF Australia. https://www.unicef.org.au/united-nations-convention-on-the-rights-of-the-child?srsltid=AfmBOorzkfcFruwLXTFDTkfbYLETow0e02fOIZyKKRhiMAhpWzjBLZLF