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Education is the key to a brighter future, but sadly, not every child has the chance to reach their potential. (7-barriers-to-education-for-underprivileged-children, 2024)

My philosophy of inclusive teaching encompasses my dedication in assisting all children to have access to education, education that meets their needs and interests, that engages them, builds their curiosity and imagination, where they feel valued heard and included, and has them striving to learn. Article 28 (UNICEF, 1989) states ‘Educators are urged to ensure access to quality education, address barriers hindering children's participation, and advocate for inclusive teaching practices to uphold children's right to education’.

In my practice, I advocate for all children but particularly for Early Intervention as this encompasses so many of the issues that I see each day.  The issues that impede the children from reaching their potential include living away from where services are readily available (and near public transport for those who do not drive), such as living in rural, regional and remote area’s which includes the area’s where many Aboriginal children traditionally live. This can lead to children being more vulnerable to developmental delays due to early identification being delayed, specialised services with long delays(the waitlist in our area is over 2 years), where there is generational poverty, low economic status, English as a second language and where privilege needs to be identified and acknowledged so we can begin to lay the foundation for anti-bias education. This includes that we treat all children fairly, as the individual that they are with their own interests, talents, challenges and strengths, and to provide equal opportunities to access to learning for all children.

I will use an anti-bias approach to education that supports children and families to develop a sense of identity, respect others (including differences), recognise when there is unfairness, and to speak up for others.

In the VEYLDF, Practice Principle 3 states that “High expectations also promote resilience in children who are considered to be ‘at risk’. Categories of risk may include: family violence, poverty, homelessness, refugee status, behavioural issues, disability or impairment, low socio-economic status, parent education levels, substance abuse, parent incarceration, poor social skills and mental health issues. ( State of Victoria (Department of Education and Training), 2016)

This should be considered along with Article 7: Children with Disabilities (United Nations, 2006) informs that ‘Disabled children have the right to be heard in all things that can affect them in their lives. Support will be given to children to help make this happen.’ This is reiterated in the ECA Position Statement on Disability Inclusion. (Early Childhood Australia, 2014)    I see it as my right and privilege to advocate for all children regardless of their circumstance, and to offer a high quality, interest oriented and play-based program to give all children the opportunity to thrive.

Building warm trusting relationships with the children is paramount to this as it promotes children’s confidence (in us as Educators, as well as in self), enhances learning potential, makes it meaningful, and it leads to building collaborative relationships with their families that demonstrates our honesty and integrity.  By focusing on the children’s strengths, abilities and talents, we are better able to design a curriculum and space that promotes the children’s growth and self-confidence. (Victoria University, 2024)  This is the environment as the third teacher, a space where all children feel heard, included, and a sense of Belonging. A space where I recognise all children as competent and capable.

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Question 1:  What do you like to do together as a family?

I am asking this because it demonstrates the importance I place in building a collaborative partnership with them, and also demonstrates my true interest in their child. This promotes using the children/families interests as a starting point to focus on the children’s strength’s, interests and talents which also lets the family know that I recognise the foundation of learning they have begun with their child. By using a positive and strength-based approach in my play-based program, we build trust and confidence with the family. ( State of Victoria (Department of Education and Training), 2016) This also allows me to learn more about each families culture, traditions, languages, and values so I can add these to the program where appropriate making them feel more welcome.

Question 2:  What are some of your child’s favourite things to do?

I am asking this as it informs us about the child’s interests, strengths and talents. I will be able to use this information to adapt, develop and modify the learning environment to meet their child's interests, goals, and strengths. In using this type of question, I am engaging them in our program and I will be able to demonstrate that I value their input. This will begin to build a warm and trusting relationship with the family. ( State of Victoria (Department of Education and Training), 2016)

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Question 1:  Do I listen to you?

I am asking this because I want to ensure that the children know that I intentionally listen to them and I that I place importance on their voice being heard. By listening intently and ensuring I understand what they are saying, I am best able to support them when needed, build a warm responsive relationship with them, and include their voice in the program. (UNICEF, 1989, p. Article 12) This also builds their self-confidence, their willingness and confidence to speak up, engagement in the program, and to celebrate each child for who they are.

Question 2:  What does it mean to show respect?

I am asking this as it speaks to how children treat each other, and how adults treat other people.  This relates to My Philosophy on Inclusion where I speak about anti-bias including the need to show respect for others including in respecting our differences. In order to educate children to treat others well, and in relation to how others treat them, I need to ensure that they understand what showing respect means, and I need to be purposeful in educating them about this. (Victoria University, 2024, p. Session 1)

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Colleagues and mentors: Questions and justifications

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Colleagues and mentors: Questions and justifications

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Question 1:  What is your understanding of anti-bias education?

I am asking this to gauge the level of understanding around this within the team, to open a conversation about anti-bias education, and to identify if we need to have more training /discussions around this topic. Many of the team at my current Centre have been in their roles for a number of years, therefore it would be good to identify how many of them keep up to date with contemporary practice, read or listen to ideas and trends in current research, or those who research practices and ideas for themselves. To authentically be an inclusive Centre, our team needs to engage in professional conversations, and learn with and from each other.

(Victoria University, 2024, p. Session 1)

Question 2:  Can you explain what it means when you describe a child as competent and capable?

I am asking this because  I sometimes feel that the phrase ‘competent and capable’ have become like buzz words for some educators, rather than something they really believe in.  There could also be a difference in how this phrase is interpreted. I believe that in order to advocate for children as a team we need to engage in professional conversations to clarify our understandings, and to learn from each other in a respectful manner. This is an important statement within both the EYLF and VEYLDF. ( State of Victoria (Department of Education and Training), 2016)

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Resource 1:  Be You

I am including this as Be You is the Early Years arm of Beyond Blue. They offer knowledge, tools and resources for Early Childhood Educators to assist in creating responsive and inclusive learning environments where children, families and teams are supported to improve their mental health.  This group was particularly relevant throughout Covid when we observed many children and families with anxiety.

-https://beyou.edu.au/

Resource 2: Koori Curriculum

I am including this group as it is an Aboriginal Early Childhood consultancy that supports educators to grow in cultural competence and capacity. They offer a wide range of services both virtually and face to face that includes workshops, authentic resources, webinars and mentoring. Jessica Staines is a well-known consultant that has even advised ABC Playschool on their NAIDOC week program this year.

https://kooricurriculum.com/

Resource 3:  PreSchool Field Officer

I am including this as the PreSchool Field Officer (PSFO) is an under-utilised resource for Long Day Care Centres (in particular). In contacting the PSFO and filling out the required referral form for each child identified, the PSFO will come and observe the child in the setting and give valuable guidance, coaching and suggestions for the program to be more inclusive of the children with additional rights. All funded Kindergarten programs in Victoria are eligible to access this service whether 3YO, 4YO or ESK.  The PSFO also assists educators to link families to supports and services.

https://www.vic.gov.au/preschool-field-officer-program

Resource 4: Book – ‘Who’s your real Mum? By Bernadette Green & Anna Zobel

I am including this book as it is an empowering story about a non-traditional family that celebrates exactly what defines it – love. This book is described as a Big Issue book of the year – a family with two Mum’s. It was also shortlisted for The Children’s Book of the Year Awards.

Resource 5: Allied Health Professionals

I am including this group is available through SRF (School Readiness Funding) on the drop-down menu.  While this group has access to a number of Professionals, the main ones that we access are Child Psychologist, Occupational Therapist and Speech Therapist. These professionals come out for visits, and in a similar way to PSFOs, they will come and observe the child in the setting and give valuable guidance, coaching and suggestions for the program to be more inclusive of the children with additional rights, but also to give advice and support to families to connect them with the services their child needs.  The document at the top of this post is an example of one document they provide.

https://monashhealth.org/services/

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References

State of Victoria (Department of Education and Training). (2016). https://www.vic.gov.au/victorian-early-years-learning-development-framework-veyldf?Redirect=3. Retrieved from www.vic.gov.au.

7-barriers-to-education-for-underprivileged-children. (2024). Retrieved from medium.com: https://medium.com/@milford_68964/7-barriers-to-education-for-underprivileged-children-5635b9ebd94b

Burman, L. (2013, August). Special needs vs special rights. Newsletter, pp. 1-3.

Early Childhood Australia. (2014). https://www.earlychildhoodaustralia.org.au/. Retrieved from https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/06/ECA_Position_statement_Disability_Inclusion_web.pdf.

UNICEF. (1989, November). https://www.unicef.org.au/united-nations-convention-on-the-rights-of-the-child. Retrieved from unicef.org.au.

United Nations. (2006). Convention on the rights of persons with disabilities - Easy read version. Retrieved from https://humanrights.gov.au/our-work/disability-rights/united-nations-convention-rights-persons-disabilities-uncrpd.

Victoria University. (2024). Session 2 ECE3004. Melbourne, Victoria, Australia.