My philosophy of inclusion is firmly grounded in the belief that all children are unique and develop in their own distinct ways, a view that aligns with Howard Gardner's theory, which recognises the individual qualities and abilities of each child. As an educator I acknowledge that children bring diverse backgrounds, unique needs, experiences, and abilities to our service, all which deserve respect and support. I believe that forming collaborative relationships with children, families, and colleagues allows us to address each child’s individual needs. By learning and understanding each child and their family we can provide the appropriate support and scaffold their learning in a way that is responsive to their needs.

In addition, my commitment to inclusive practice extends to my interactions with families, colleagues, and the community. I believe that collaboration with families is paramount in creating an inclusive learning environment. Engaging parents as partners in their child's education not only builds a strong support system for the child but also ensures that the educational experience is informed by the child's cultural and family circumstances. By maintaining open lines of communication, actively seeking their input, and respecting their perspectives, I foster a sense of belonging for families within our services community.

Children should be considered as active members of society with rights and should be respected. Children have the right to share information, to think and believe what they want, say what they think should happen when adults are making decisions that affect them and express their own opinions freely (United Nations Convention on the Rights of the Child, 1990). Nadine Correia (2021) states that children are considered as right holders, with a voice and are competent to participate in decision making process affecting them. Early Childhood Australia (2016) mentions children will make choices and influence decisions about their care and education and will develop a sense of identity and self-esteem.  As responsibly adults and carers we need to listen and respect children’s views and show support and guidance instead of overruling or taking control of their opinions, thoughts, and beliefs. Children are self-motivated learners seeking to understand the world in which they live in, and their participation enriches their educational experience, empowering them to become active, engaged, and confident members of our society.

In conclusion, I firmly believe that every child, regardless of their background, abilities, or unique qualities, deserves an equitable and inclusive education. This I acknowledge the diversity children bring to our service and the importance of building collaborative relationships with children, families, and colleagues. By listening to and respecting children's views and providing guidance, we empower them as active learners. In embracing inclusive practice, I strive to create an environment where each child's strengths and potential are celebrated, fostering their growth and development.

I am asking this question because when there is a strong partnership between the educator and the child’s family they will share openness, decision making, appreciation of each other’s knowledge and experience and share aims and goals which is what is best for the child (ACECQA, 2012). By actively seeking input from parents or family, we can ensure that the child's individual qualities and abilities are respected and supported. This collaborative process aligns with Early Childhood Australia's (2016) definition of inclusion, where every child has the right to experience positive outcomes in early childhood education by actively participating. In doing so, we empower children to become active, engaged, and confident learners, fostering an inclusive learning environment that celebrates diversity and individuality.

-        What cultural practices, values, or traditions should we be aware of to create a more inclusive environment?

I am asking this question because inclusive practice extends beyond the acknowledgment of individual differences and involves respecting and celebrating diverse cultural backgrounds. Lansdown (2005) emphasises the importance of considering cultural and social contexts for inclusive education. This question aligns with that perspective, ensuring that children's cultural practices, values, and traditions are acknowledged and integrated into the learning environment. By actively seeking this information, we embrace cultural diversity, and promote a sense of belonging for every child.

-        How can we ensure open and effective communication between home and kinder to collaboratively work towards your child’s inclusion and educational journey?

I am asking this question because collaboration with families is the foundation of inclusive practice, as it plays a pivotal role in the holistic development of children. This question emphasises the need for open lines of communication, active engagement with parents, and the respect for their perspectives. As highlighted by Carolyn Pope Edwards (2011, pp. 235), listening in the collaborative process should be welcoming and open to differences, recognising the value of others' interpretations and points of view. By actively involving parents and caregivers as essential partners in their child's educational journey, we not only build a strong support system for the child but also create a bridge between the home and educational environment. This connection is vital for ensuring that the child's cultural background, individual needs, and beliefs are integrated into their educational experience, promoting a sense of belonging.

I am asking this question because I acknowledge and recognise children as active contributors to their own learning. Early Childhood Australia (2016) emphasises that every child has the right to access and actively participate in educational programs. By seeking insights into what children enjoy most about learning and playing, we empower them to express their preferences and contribute to the design of the learning environment. This collaborative approach not only fosters a sense of ownership and agency but also ensures that the educational experiences cater to diverse interests and needs, promoting inclusivity. In involving children in the decision-making process, we adhere to the idea that children are competent and capable, as highlighted by Nadine Correia (2021), ultimately contributing to a more enriching and inclusive learning environment for all.

-        What does it mean that you belong?

I am asking this question because understanding what belonging means to each child individually, can provide educators insight into their sense of connection, identity, and well-being within their learning environment. Exploring the meaning of belonging fosters a supportive and inclusive atmosphere, allowing us to tailor our practices to meet the unique needs of each child. In doing so,

we create an environment where every child feels valued, accepted and experience belonging, knowing where and with whom they belong – is integral to their human existence (Australian Government Department of Education and Training, 2009).

This question aims to ensure that all staff are well-equipped to create an inclusive setting, promoting not only the rights of children to access quality education but also embracing the diversity and unique strengths each child brings to the learning environment. According to Early Childhood Australia (2016), educators are encouraged to engage in professional development opportunities that enhance their understanding of inclusive practices, ensuring that every child, regardless of background or abilities, has the opportunity to actively participate in quality early childhood education.

-        What strategies or initiatives can we implement to promote a more inclusive and welcoming environment for all children?

I am asking this question because fostering a truly inclusive and welcoming environment requires ongoing reflection and intentional strategies. Australian Government Department of Education and Training (2009) states that reflective practice is a form of ongoing learning, and its intention is to gather information and gain insights that support, inform, and enrich decision-making about children’s learning. In collaboration with children, families, and colleagues, educators can create strong community connections, respect family input, learn about families’ values and expectations and demonstrate a non -judgemental understanding of each child and their family (Journey, 2020). By incorporating these examples into our strategies, we are ensuring that our efforts are informed by ongoing learning, collaboration, and a commitment to creating an inclusive environment that respects the diverse needs and values of children, families, and the wider community.

https://www.startingblocks.gov.au/

This resource provides comprehensive information on early childhood education and care in Australia, including valuable guidance on understanding and implementing inclusive practices. It is useful for its practical tips and resources for parents and educators to promote inclusivity.

Berry Street

https://www.berrystreet.org.au/

Berry Street supports children with complex needs and offers insights into trauma-informed care and provides strategies that can be adapted into our services to deliver the best possible outcomes for children and families.

Victorian Government

https://www.vic.gov.au/inclusive-practice-kindergartens

This website is a valuable resource as it encourages a collaborative approach to foster inclusion, ensuring the effective delivery of inclusive kindergarten programs. Services as a team must actively advocate, and put inclusion into action through their philosophy, policies, and procedures.

ECA podcast

https://open.spotify.com/episode/02aT3LRh32wXD08mSSDddy

This podcast is a helpful resource to help others understand inclusive practice as it reminds educators and others to think critically about their practices and what they say to children/people as it contributes to the way children see themselves.

ECA podcast

https://open.spotify.com/episode/5DCfEWVWML7YEsQLVh21Sw

Trauma-informed practice is vital when supporting children and families who have experienced vulnerability. This podcast is helpful in understanding inclusive practice as they share knowledge and tips on how educators can work closely with children and families that have experienced traumatic situations.

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 statement from Early Childhood Australia serves as a critical reference for inclusive practice. It outlines the principles and importance of inclusion and is a useful resource for policy makers, management, and educators, providing a foundation for inclusive early childhood education and care practices in Australia.

Australian Government Department of Education and Training. (2009). Belonging, Being & Becoming: The Early Years Learning Framework for Australia. ACECQA. https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Carolyn Pope Edwards, Lella Gandini, & Forman, G. E. (2011). The hundred languages of children : the Reggio Emilia experience in transformation (pp. 233–246). Praeger, Cop.

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. (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

Journey, P. (2020, March 29). Promoting an Inclusive Practice in Childcare. Petit Journey. https://www.petitjourney.com.au/inclusive-practice-in-childcare/#:~:text=Strategies%20for%20inclusion%20in%20childcare

Lansdown, G. (2005). THE EVOLVING CAPACITIES OF THE CHILD. https://www.unicef-irc.org/publications/pdf/evolving-eng.pdf

UNICEF Australia. (1990). United Nations convention on the rights of the child. UNICEF. https://www.unicef.org.au/united-nations-convention-on-the-rights-of-the-child