Inclusive practice is a commitment to value and respect every individual, showing equality, celebrating diversity and actively working to eliminate barriers and discrimination.

Inclusion means not just tolerating differences, but understanding that they provide a stronger, more resilient and innovative society.

Inclusive practice in early childhood education is providing all students with the access to participate in high quality learning that is tailored to their individual needs. This includes children with physical and mental disabilities, cultural backgrounds and various personal circumstances that may act as a barrier to their learning. Children who experience inclusive early childhood education and care will develop independence and trust; they will be willing and able to respond to the needs and preferences of those around them. They will make choices and influence decisions about their care and education and will develop a sense of identity and self-esteem. The Early Years Learning Framework (EYLF) states that early childhood inclusion considers, “all children’s social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographic location) in curriculum decision-making processes (Australian Government Department of Education (AGDE), 2022).

Inclusive practice also means educators adopt a range of teaching strategies and resources to cater to all learning needs and provide a learning environment where all children can successfully and actively participate.

Inclusive practice extends beyond the education environment to friends, family and the wider community. We must acknowledge that each child is unique and deserves respect, empathy and understanding, allowing them to build a sense of belonging with equal access to opportunities and resources. Children who are exposed to inclusive practices in early childhood education will develop independence and trust where they are equipped to better respond to the needs and desires of their peers. They have the confidence to make choices and have agency over their care and education as well as developing a sense of identity and belonging (Early Childhood Australia, 2014).

Educators who adopt inclusive practices should seek to continuously educate themselves and learn from other’s experiences, being open to different points of view. It means educators should be flexible, willing to adapt and tailor a program that caters to the needs of each child.

Inclusion is the practice of anti-bias, which shows value and respect for all people. An antibias program in early childhood education fosters “secure, respectful and reciprocal relationships and valuing diversity.” When children experience stereotyping, prejudice or discrimination they begin to mimic them in their own lives. Anti-bias curriculum creates confident self-identities, where children are comfortable with diversity and gain the tools to advocate against bias and exclusion (GoodRun Solutions, 2010).

 My philosophy of inclusive practice supports my belief that every child deserves to be equally respected as an individual and given the same opportunity to develop and learn. It is a firm commitment to eliminating barriers, embracing diversity and building a more inclusive, empathetic and equitable learning environment. Through an inclusive curriculum we can build an environment where all children feel safe, valued and included, and where our practices guide our approach to children’s learning and education.

This question is important because collaboration between educators and staff is a fundamental step in ensuring parents values, perspectives and vision for their child’s learning are integrated into our approach to the educational program. Every child is a unique individual and the role parents play in our approach to learning is essential to their development.

When we consider the principles of inclusive education we recognise that parent involvement is crucial to developing a learning environment that celebrates diversity and individuality. When we work with parents to learn and understand the goals they have for their children, we can tailor our strategies and educational program to assist their child in meeting those goals, ensuring an inclusive and effective educational experience for all children.

When we acknowledge and respect families as the key providers of insight into their children’s lives and inviting them to actively participate in the development of their learning provides children with a higher quality learning experience (Australian Education Research Organisation, 2022).

What are your child’s current interests and strengths?

In seeking to understand a child’s interests and strengths, parents can provide valuable insight and information. When practicing inclusivity, we strive to recognize and celebrate the diversity and uniqueness of each child.

The EYLF states that educators who are responsive to children’s experiences and understandings, ideas and interests are better able to form the basis for “curriculum decision-making” (Australian Government Department of Education (AGDE), 2022).

When parents provide us with their perception of their child’s interests, strengths and abilities, it creates the foundation to tailor curriculum and teaching strategies that accommodate their individual needs. This inclusive practice serves to enhance each child’s learning experience whilst encouraging a feeling of agency and belonging.

By engaging parents in providing this information, we can bridge the connection between home and kindergarten, allowing us a more comprehensive understanding of their child’s development. We are then able to provide a learning environment that is engaging, inclusive and provides the best support for their individual needs, interests and strengths.

Are there any specific strategies or resources we can use that will best help your child in their learning?

The question of whether there are specific strategies or resources that can best support a child’s learning shows our understanding that each child is unique, with diverse abilities and may benefit from specific support with their learning. When we ask for parental guidance in relation to their child, we are seeking to program a learning environment that supports and caters to each child’s individual needs.

When educators are made aware of children’s additional needs, they are better able to respond to and support the strategies they may use at home to negotiate their surroundings, including the learning environment (Australian Government Department of Education (AGDE), 2022).

The principles of inclusive education recognise the importance of providing individualised support to children. When educators work in partnership with families to find the best strategies and resources to aid their learning, they are enhancing the child’s learning experience and fostering a sense of belonging and agency for the child as well as a collaborative partnership between the service and home.

The reason for this question in relation to inclusive practice is, it encourages children to talk about their interests and experiences at home which helps educators identify common interests that influence activities to be implemented in the program which are inclusive of all children’s interests and abilities.        

When children contribute their own interests and ideas to the learning environment this fosters a sense of ownership and enthusiasm, giving them a sense of belonging as they help to create their own unique and familiar learning environments.

Children with additional needs use various strategies to negotiate their everyday lives. When they share their home environments and interests at kinder this can assist educators to create inclusive environments and resources to help with learning at kinder.

When educators include children’s voices in their programming, they’re providing a high-quality curriculum in collaboration with children to plan and develop meaningful learning experiences that are accessible to all. Children who are actively involved in contributing to the program are more likely to engage in learning and play that relates to their interests, abilities and strengths (Community Child Care Victoria, 2011).

How do you think we can make our kinder room fun and exciting for everyone?

This question is important for educators who engage in inclusive practices, because its supports the belief that every child should have a voice and their perspective should be valued. When asking children how they can make the kinder room more fun and exciting, we are giving them agency over their environment and instilling a sense of belonging to the kinder community. By inviting children to actively engage in the shaping of their learning environment, educators provide children with opportunities to express their ideas, to be listened to and heard (Community Child Care Victoria, 2011).

Educators understand children to be capable learners and providing them with agency over decision-making for their environment fosters their creativity, self-expression and ownership over their learning space. When adopting a collaborative approach with children we provide an inclusive community for learning that is enjoyable and meaningful for everyone.

Is there something special from your home that you would like to share with everyone?

This question is important because it encourages inclusive practice by embracing diversity in our children and promoting a sense of identity and belonging. When educators invite children to share special artifacts from their home we are showing recognition and respect to each child’s individual background, interests and experiences.

Like the Reggio Emilia child-centred approach, which values the unique interests, questions, and curiosities of each child (Edwards et al., 2011), inviting children to share a piece of their identity and cultural heritage helps educators to build a foundation for their program curriculum and creating an inclusive and welcoming learning environment.

Allowing children to share particular items from home, not only enables them a sense of pride in their identity and individuality, but it also allows them to appreciate and respect the diversity of all children in their kindergarten community.

Collaboration with families is a key component of inclusive practice and engaging family involvement is crucial to the success of their child’s learning. When Educators seek ways to involve families in the curriculum development and bridge the experience between home and kindergarten, they create strong relationships that promote inclusivity.

Whilst early childhood professionals recognise the importance of partnerships with parents, this has not always been normal practice and parents may not have the interest or expectation of collaboration. Educators in this instance must persist in establishing and strengthening these relationships to greatly enhance the learning experience of the child (Department of Education and Training, 2016).

By involving families in the planning of the educational program we recognize the integral role they play in a child’s learning journey. Through collaboration, we embrace their diversity and respect their unique perspectives, which fosters a valuable and more inclusive learning environment for each child.

How can we stay up to date on the most relevant strategies and resources to support inclusive practices?

Inclusion in early childhood education is continually evolving, requiring Educators to remain adaptable in order to respond to the diverse strengths and needs of all children. When Educators seek to stay current with up-to-date strategies and resources, they reinforce their commitment to providing the best possible learning experience for every child.

 Educators who practice inclusive principles understand the importance of ongoing professional development and improvement. To implement current best practices for a fully inclusive and supportive learning environment, Educators should keep informed of the latest developments in applying strategies and resources. When Educators are committed to learning and continually seek out opportunities to strengthen their professional knowledge and skills they are able to consistently provide the best possible environment for inclusion, support and learning (Department of Education and Training, 2016).

How do we embed inclusive practices into our curriculum?

Inclusive practice is the foundation for effective teaching in early childhood education. When Early years professionals seek to embed inclusive practices into the curriculum they reinforce their dedication to provide a learning environment that embraces and supports every child to learn and thrive.

When inclusive principles underpin the practice of Early childhood education, Children’s diverse learning abilities, styles and needs are supported and accommodated, ensuring they feel valued and adopt a sense of belonging. Educators who seek to create a learning program around inclusive principles are actively engaged in critical reflection, involving deep thinking and evaluation; engaging with diverse perspectives from philosophy, theory, ethics and practice (Department of Education and Training, 2016), and evaluating to ensure an adaptable curriculum which meets the unique needs of each child, regardless of their background, abilities or circumstances.

https://www.instagram.com/adhdchatter?e=240ec6dc-5750-45c6-a3f1-11c76c411b18&g=5

Alex Partridge is the founder of UniLad and LadBible, who received a late diagnosis of ADHD. ADHD Chatter is his podcast where he shares his experiences and insights along with other diagnosed professionals

Sue Larkey Blog

https://suelarkey.com.au/blog/

A well respected industry professional, providing training and resources for educators and parents of children on the spectrum

Jessica Staines – Koori Curriculum

https://kooricurriculum.com/pages/about-jessica-staines

Jessica provides wonderful insight on Indigenous perspectives with links to helpful resources for educators and families.

Source kids

https://www.sourcekids.com.au/

A useful resource providing several links for parents and educators seeking assistance and advice for Early Years

Parker Myles

https://www.facebook.com/ParkersPlaceAustralia/

A beautiful blog shared from one mother's perspective on raising a boy with Downs Syndrome

Raising Children – The Australian Parenting Website

https://raisingchildren.net.au/

A network for parents by parents providing information, advice and guidance in all areas of raising young children

Australian Government Department of Education (AGDE). (2022). Belonging, being and becoming: The early years learning framework for australia (V2.0). In ACECQA (pp. 18–23). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Community Child Care Victoria. (2011). Collaborating with Children for Effective Programming Self-Guided Learning Package. Community Childcare Victoria. https://www.acecqa.gov.au/sites/default/files/2021-01/CollaboratingWithChildrenForEffectiveProgramming.PDF

Department of Education and Training. (2016). VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK. In Department of Education and Training Victoria (p. 9). https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf

Early Childhood Australia. (2014). 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. (2011). The hundred languages of children : the Reggio Emilia experience in transformation (p. 10). Praeger, Cop.

GoodRun Solutions. (2010). Anti Bias Curriculum in Early Care and Education. GoodRun Solutions. https://www.goodrunsolutions.com.au/resources/downloads/practice/infosheets/Practice_GRS_Anti_Bias_Curriculum_in_Early_Care_and_Education_0710.pdf.