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Inclusive practice to me, means including everyone in everything no matter their age, race, gender, abilities/disabilities and culture. Ensuring they feel welcomed, supported and valued in an educational setting. Creating an inclusive environment in early education is crucial for the holistic development of children and promoting diversity, equity and respect.

I implement a curriculum that reflects diversity in culture, language, abilities and learning styles. The materials, books and activities I use represent each child individually within our space. At the same time, I am adapting teaching methods to accommodate all the children’s different learning styles. Ensure and or create a physical environment that is accessible and accommodating for all children. I would consider factors such as wheelchair access (if needed), sensory-friendly spaces and varied seating arrangements to cater for different needs. I believe it is vital to teach and encourage empathy, respect and understanding among the children. I incorporate discussions and activities that promote acceptance, kindness and appreciation of differences. As (Correia, Aguiar & Amaro 2021) mentions it is a child’s right to participate and is considered an essential element of human rights.

I recognize and respond to the individual strengths, interests and needs of each child. Alongside providing personalised learning plans and differentiated instructions to support children at different levels of development. I encourage interactions among peers, fostering friendships and collaborative activities that promote understanding and acceptance of differences. The inclusion of the Aboriginal culture and peoples is something that will happen and needs to happen more, Embedding their culture into the service and teaching (respectfully) their culture encourages the inclusion of all. The United Nations Convention (Callaghan, Long-Wincza & Velenosi 2017) acknowledges that children are a minority group that could be oppressed and exploited by adults, who form the political majority. Also, rights alone do not guarantee progress, but change is happening (albeit slowly) for Indigenous people and for persons with disabilities, both of whom are subjects of Declarations of Rights.

Involving families in the children’s learning is a must for me, their input is crucial to successful learning and relationships. Creating strong relationships with families encourages the learning of their cultures, backgrounds and values which will in turn create an inclusive environment. I will regularly assess the effectiveness of inclusive practices and make necessary adjustments, obtaining feedback from the children, families and staff is valuable in improving the inclusivity of the environment. As mentioned by (King 2015) The Convention states that all children have the right to an education that lays a foundation for the rest of their lives, maximises their ability, and respects their family, cultural and other identities and languages.

Implementing strategies that focus on positive reinforcement and support for behaviour management, ensuring fairness and understanding of the children’s individual needs. Professional development and training on inclusive practice will assist all educators to understand and implement inclusive practices effectively.

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1.     How does your child typically communicate or express their needs?

I asked this question because it has the intention to gain insight into each child’s methods of conveying their needs, wants and feelings. Its purpose is to understand each child’s unique communication style and acknowledge that each child has different ways of expressing themselves. This question not only gives you an insight into the child but also assists with the comprehension of the diverse range of methods each child uses, such as verbal language, non-verbal language and emotional expressions. The reason behind asking this question is to encourage effective communication in addressing each child’s needs and creating a supportive environment. By obtaining this information teachers can provide appropriate support and create a nurturing and understanding relationship with the children, (Good Run Solutions 2010). As well as establishing effective strategies for communication and ensuring that each child feels heard, understood and supported.

2.     Are there any specific behaviours, triggers or sensitivities that we should be aware of?

I asked this question because it serves a vital purpose. The intention behind this question is to create a holistic understanding of each child’s individual needs and potential challenges. By asking this question about specific behaviours, triggers or sensitivities, teachers can attempt to create an inclusive and supportive learning environment. The reasoning for this question connects to personalising the learning and development of each child. Recognizing and addressing each child’s triggers or sensitivities, whether related to sensory, social or emotional factors, allows the teachers to adapt their teaching methods (Good Run Solutions 2010). Knowing this information and adapting it to each child helps to minimise potential disruptions and also nurtures a supportive atmosphere where each child feels understood and accommodated. Identifying behaviours or triggers also enables teachers to implement strategies that encourage emotional regulation, social interaction and cognitive development effectively. The end goal is to create a culture of empathy and support, contributing to a positive educational experience where each child can thrive, learn and develop to their fullest potential.

3.     What strategies work best for your child, when they encounter challenges or difficulties?

I asked this question to create an understanding of each child’s coping mechanisms or approaches that effectively support each child during moments of hardship when in the classroom. The intention is to identify and acknowledge successful problem-solving methods or support systems tailored to each child’s individual needs. By investigating these strategies, teachers and parents can provide the appropriate assistance and create a nurturing environment that enhances resilience and growth. Recognising and understanding effective strategies enables the teachers and parents to intervene and guide the children when they are faced with obstacles, strongly encouraging them to overcome challenges more effectively (Good Run Solutions 2010). By identifying and implementing these successful approaches, whether they involve encouragement, specific activities, or emotional support teachers and parents can instil valuable skills and resilience in children, nurturing their ability to navigate difficulties and learn from their experiences effectively.

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1.     How can we learn about different cultures and celebrate our differences in our classroom?

I asked this question because, it creates intention behind learning about different cultures and celebrating differences in the classroom to encourage an environment of inclusion, empathy and appreciation for diversity. Introducing the children to various cultural backgrounds, traditions and customs, the aim is to broaden their perspectives, encourage respect for differences and instil a sense of curiosity and understanding about the world around them. This intention will create a learning space where every child feels valued, respected and part of diverse cultures, it also will have a flow-on effect for the children to feel and be inclusive in their classroom. It will encourage the children to be open-minded and have an inclusive worldview. Exposure to diverse traditions and customs promotes empathy and understanding, potentially breaking down stereotypes and prejudices, (Kuh et al. 2016). It also creates a sense of belonging and pride in their cultural heritage whilst appreciating and respecting the uniqueness of others.

2.     How do you think we can ensure everyone feels included and part of our classroom?

I asked this question because it is important to create a classroom environment where every individual feels a sense of belonging, inclusion, and value. By asking this question, the aim is to create discussion and brainstorming among the children, encouraging them to think about and contribute ideas that enhance inclusivity, respect, and a welcoming atmosphere for all. Ensuring that everyone feels included in the classroom is vital for a calm and effective learning environment. Encouraging students to consider ways to promote inclusivity can give them the power to take an active role in creating a positive atmosphere. By discussing and implementing ideas such as group activities that involve everyone, promoting respectful communication, ensuring everyone's voice is heard, and encouraging teamwork, students can learn the value of diversity and cooperation (Kuh et al. 2016). This question also creates empathy and understanding among students, helping them recognize the importance of different perspectives and backgrounds in shaping a richer and more supportive learning space. The question also encourages a sense of community and togetherness where every child feels valued and appreciated.

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1.     How do you approach differences in learning styles, abilities or backgrounds when planning for your group of children?

I asked this question to prompt teachers to reflect on and articulate strategies for addressing different learning styles, abilities, and backgrounds within their group of children. By raising this question, the aim is to encourage a thoughtful and inclusive approach to planning that caters to the individual needs and unique characteristics of each child, encouraging an environment where all children can thrive. Addressing differences in learning styles, abilities, and backgrounds among a group of children is crucial for creating an inclusive and supportive learning environment. By considering this question, teachers are encouraged to create their teaching methods and activities to accommodate different learning styles, such as visual, auditory, or kinaesthetic. It encourages teachers to identify different abilities and encourages the implementation of different teaching techniques that can cater to children with varying strengths and weaknesses (Good Run Solutions 2010). Acknowledging and celebrating diverse backgrounds in planning not only promotes cultural understanding but also allows for the integration of different perspectives into the learning experience. By doing so, this approach encourages a more holistic educational environment. This question aims to promote a pedagogical program that values individual differences, creating a learning atmosphere where all children feel supported, engaged, and successful.

2.     What strategies have you found effective in fostering collaboration and communication with families to support inclusivity?

I asked this question to gather insights and effective strategies from teachers regarding fostering collaboration and communication with families. By asking this question, the aim is to prompt reflection on successful methods that promote inclusive partnerships between families and educational institutions. This intention seeks to strengthen the support network for children by encouraging the importance of involving families in the educational process, creating a more inclusive and supportive learning environment. Creating effective collaboration and communication with families is essential to creating an inclusive educational environment. Asking for successful strategies encourages teachers to share approaches that have proven to be effective in engaging and involving families (Good Run Solutions 2010). Effective collaboration between educators and families not only benefits the child's learning experience but also helps bridge any gaps between home and kinder environments. It provides a holistic approach to a child's development, as families are crucial in supporting the educational journey. This collaboration promotes inclusivity by acknowledging and respecting the diverse perspectives and contributions that families bring to the educational setting.

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Nice ladies who love children: the status of the early childhood professional in society https://www.tandfonline.com/doi/pdf/10.1080/0300443890520105

This would be useful for parents to read to truly understand what our role is as teachers, as sometimes this attitude can filter through to teachers which can make them feel unappreciated.

Supporting Young Children’s Rights: https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2015/02/EC_1501_supporting_young_childrens_rights.pdf

This would be helpful for staff to fully understand inclusivity and how they may go about showing this in their classrooms.

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

This would be helpful for staff to fully understand inclusivity and how they may go about showing this in their classrooms.

Parents for ADHD Advocacy Australia https://www.facebook.com/groups/143509386460369/?mibextid=oMANbw

This is a safe space for parents and teachers to learn more about their child’s special rights and to also feel supported.

Disability Support and Discussion Group Australia  https://www.facebook.com/groups/528509107270986/?mibextid=oMANbw

This is a safe space for parents and teachers to learn more about their child’s special rights and to also feel supported.

Victoria Autism Parent/Social Support Community https://www.facebook.com/groups/308663722514316/?mibextid=oMANbw

This is a safe space for parents and teachers to learn more about their child’s special rights and to also feel supported.

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Callaghan, K, Long-Wincza, V & Velenosi, C 2017, “Of, not for….” The evolving recognition of children’s rights in a community’, Journal of Childhood Studies, vol. 42, no. 4, Canadian Association for Young Children, pp.17-36, viewed: https://www.proquest.com/docview/2018265414/C431AE68ECF64133PQ/2?accountid=14844

Correia, N., Aguiar, C., & Amaro, F. (2021). Children’s participation in early childhood education: A theoretical overview. Contemporary Issues in Early Childhood,

146394912098178. https://doi.org/10.1177/1463949120981789

Good Run Solutions 2012, Practice: Anti bias curriculumin early care and education, Good Run Solutions, pp. 1-2, accessed from 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

King, E 2015, ‘Supporting young children's rights’, Every Child: The Magazine of the   Australian Early Childhood Association, vol. 21, no. 1, Australian Early Childhood Association, pp. 4-5, viewed https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2015/02/EC_1501_supporting_young_childrens_rights.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  https://web.s.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=e24cd0ac-6073-4d78-9a35-fa8fe0585aea%40redis