Inclusion Practice Portfolio by MANPREET KAUR

Philosophy

s8090232_ — 2024-10-05 04:05:32 UTC

Inclusive practice to me is when all children feel included in the learning environment without judging by color, culture, gender, language, and developmental race. It means creating a learning environment where every child feels welcome, accepted, and supported, regardless of their background or individual characteristics. For example, if child speaks different language than English at home and takes more time to understand things during experiences and daily routines. It does not mean that teachers pay less attention to that child, instead teachers should include some practices that can help children with different languages to feel inclusive and part of that class. As mentioned in UN Convention on the Rights of the Child (2008) “All children have these rights, no matter who they are”. My understanding about Inclusive practice is when children get equal opportunities to learn and grow and respecting their physical and mental development needs. For example, if a child is unable to walk and use wheelchair to move, the learning opportunity for that child should be same as other children with easily accessible pathways and more open space to take part in same experiences. According to Early Childhood Australia (2024) “This means that ECEC services and support professionals must be resourced and supported to the level required to fully include children with a disability and to achieve high quality outcomes for all children” (P.2). Inclusive practice is when everyone helps each other for the better outcomes for children learning and developments. It includes teachers, staff, families, professionals, and children who come together to make an environment that is suitable and comfortable, and all the children feel that they belong here. They feel free to make their choices without any hesitations and obstacles. They know that no one will judge them no matter how they look, speak, feel, and do things. For example, At the art station, a child who enjoys drawing decides to use only one color to create a picture of the sky. The teacher does not say any "right" way to complete the painting and encourages children to express their creativity freely. BELONGING, BEING and BECOMING (2024) “Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities” (P.7). Inclusion practice does not mean that it is only for special groups of children, it includes all the children with or without special needs and rights. For example, during story time or group time, children should be encouraged to work in pairs or small groups. The teacher groups children with varying communication levels together, helping children with learning and social interaction. By doing this, children with stronger verbal communication skills can help those who might need support. Teachers can also reach out to a speech therapist, who visits the centre to work with the child. The therapist provides strategies and exercises that both the teacher and parents can use to support the child's language development. As mentioned, in (Statement on the Inclusion of Every Child in Early Childhood Education and Care, 2024b) “Inclusion means building upon and fostering diversity” (P.3).

conversation with families and parents:

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Question 1: Do you have some cultural or family traditions that you would like to respect? How can we help your child with that?

I am asking these questions, because I believe that respecting each other's cultures can help families and teachers to build a strong relationship that can help teachers to provide a well-structured learning environment for children. When teachers and children are involved in a conversation where they can talk about their celebrations, rituals, and beliefs, children feel safe, comfortable, and more inclusive. Discussions about diverse cultures and beliefs help children to understand each other's cultures and how to respect diverse cultures and beliefs. As mentioned in (wastell & Degotardi, 2017) when we respect children interest and beliefs, it helps children to feel safe and comfortable in the environment and then children started involving in the environment easily and make strong connections with their teachers and peers.

Question 2: what are your child’s likes and dislikes and what strategies do you use to make your child calm to regulate his/her emotions?

I am asking this question because it helps teachers to understand children's interests and to support children in their emotions during their starting days. It is particularly important for parents to understand their children’s interests, only then can they provide the right information to teachers and teachers can use that information when introducing a child to their peers. By asking strategies about regulating emotions, according to (Sumsion et al., 2018) it can help teachers to guide children in the right direction when they feel sad or upset. This approach helps children and teachers to build strong relationships and plan a well-structured environment for children that benefits children in their holistic approach.

conversation with colleagues, supervisors, and school administrators.:

s8090232_ — 2024-10-05 04:10:17 UTC

Question1: what strategies can we use to support our inclusion practices for better outcomes?

I am asking this question, because it will help everyone to reflect on their current inclusion strategies and evaluate their effectiveness. It will prompt a review of existing practices to see whether they actually meet the needs of all children. By asking this question a staff member might share a new teaching method that has been successful in including children with varying developmental needs. By reflecting on their practices, educators can find gaps or areas of improvement to support current inclusion practices. It can also help supervisors to understand whether the staff members need special training on inclusion support or need help from professionals Ruby's Rainbow (2017).

Question 2: what things should we include in our indoor and outdoor spaces to help children to feel more inclusive?

I am asking this question, because it will encourage staff members to think about how their physical environment can support inclusion practices and help them to evaluate both indoor and outdoor spaces to ensure they meet the needs of all children. It will help staff members to organize and set up an environment that can support children’s diverse learning, developmental needs and interests that will make it easier for children to engage and take part in experiences. For example, teachers can Create calming spaces with soft seating, sensory toys, or noise-cancelling headphones for children who may need a break from loud noises (WisconsinDPI, 2018).

Conversation with children

s8090232_ — 2024-10-05 04:10:30 UTC

Question 1: what makes you happy, and what can you do to help your friend to feel happy?

I am asking this question, because when children been heard they feel respected, positive, and enthusiastic and they think of diverse ways to help each other. When children feel happy, they can take part in experiences without hesitations and become involve learners. It also helps teachers to understand children’s interests, preferences, and emotional well-being. As mentioned in (Children Have the Right to Be Heard: But How Do We Listen? 2017) When children understand that they can make someone happy and comfortable, they start developing an understanding of relationships and it encourages them to practice kindness, cooperation, and helping others.

Question 2: What will you do when you see a new child comes to your room and that child is sitting alone and not playing?

I am asking this question to children, because as teacher i believe that it will help children to think about each other's feelings. This question encourages children to think about how others might feel when they are new, and they do not know anyone in the room. By asking this question children might think and produce different ideas to involve that new child in play and the daily routines of the room. As mentioned, in Sociological perspective (Correia et al., 2021) It will help children develop social-emotional skills, including empathy, inclusivity, problem-solving, and social responsibility.

Resource List:

s8090232_ — 2024-10-05 04:12:46 UTC

https://youtu.be/JQr2yFAC10E

This video is an overview of what children think and how they wanted everyone else to understand them. As an adult i know what children like, but somehow, we misunderstand these small gestures that make children feel happy and inclusive.

https://books.google.com.au/books?id=u_1AEAAAQBAJ&printsec=frontcover&dq=the+same+but+different+book&hl=en&newbks=1&newbks_redir=0&sa=X&ved=2ahUKEwifkMaDp_aIAxVyka8BHUIlPb0Q6AF6BAgMEAI#v=onepage&q=the%20same%20but%20different%20book&f=false

This book is a valuable resource to have in every childhood setting and even on every child’s book shelve. It will help teachers and parents to make children understand that everyone is special in some ways, it does not matter how different we look from outside.

https://raisingchildren.net.au/disability/disability-rights-the-law

This resource can help teachers and families to understand the rights and laws about children with special rights and how they can get help for better understanding. For example, information about NDIS, education and play work.

https://www.unicef.org.au/united-nations-convention-on-the-rights-of-the-child

This resource will help families and teachers to understand the human rights of every child. It gives teachers an idea about the importance of inclusive environments where every child can learn and grow.

https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

This resource helps families and teachers to get a better understanding of early year learning framework and how teachers and families can build a solid foundation for children's learning journey.

References:

s8090232_ — 2024-10-05 04:15:06 UTC

References

BELONGING, BEING & BECOMING. (2024). Vu.edu.au. https://vucollaborate.vu.edu.au/d2l/le/content/2058463/viewContent/10562705/View

Children have the right to be heard : But how do we listen? (2017).

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

Early childhood australia. (2024). Vu.edu.au. https://vucollaborate.vu.edu.au/d2l/le/content/2058463/viewContent/10562705/View

Ruby's Rainbow. (2017). Ruby’s Inclusion Story [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=wBz6glO5x5Q

Statement on the inclusion of every child in early childhood education and care. (2024). Vu.edu.au. https://vucollaborate.vu.edu.au/d2l/le/content/2058463/viewContent/10562705/View

Sumsion, J., Harrison, L., Letsch, K., Bradley, B. S., & Stapleton, M. (2018). “Belonging” in Australian early childhood education and care curriculum and quality assurance: Opportunities and risks. Contemporary Issues in Early Childhood, 19(4), 340–355. https://doi.org/10.1177/1463949118796239

UN convention on the rights of the child. (2008, January).

wastell, selma, & Degotardi, S. (2017). Australasian journal of early childhood.

WisconsinDPI. (2018). Meaningful Inclusion in Early Childhood. In YouTube. https://www.youtube.com/watch?v=a2wJqDw9B68