Also, recognise that everyone learns differently and ensure that we promote equality and diversity in our everyday practice, supporting the positive growth and development of the children. This will be done through collaborations with families, educators and other professionals to be able to make a deliberate, well-informed decision about the program. This makes it possible to guarantee that children, including those who need additional support, have fair and equal opportunities to participate.

Communication and connections with families, children, and educators, building on those strong, trusting relationships and open communication through face-to-face, email, online meetings, information night, etc. To gather enough knowledge to personalise learning experiences, learning environments and strategies are needed to have the children’s best interests regarding their growth and development.

According to Good Runs Solution, “Anti-bias is the practice of inclusion, which accepts that all people are of value and should be respected (Good Runs Solutions, 2010)”. This resonates with me as I believe Leading with anti-bias education helps children from all backgrounds feel a sense of pride in where they come from, building on their sense of well-being and connecting with the world around them. This also links with Kuh’s views on anti-bias education and its benefits: "Anti-bias education is a way of teaching that supports children and their families as they develop a sense of identity in a diverse society. It helps children learn to be proud of themselves and their families, respect a range of human differences, recognize unfairness and bias, and speak up for the rights of others (Kuh et al., 2016)”.

The physical environment and learning experiences are vital in implementing inclusive practices. Under the National Quality standards, “Standard 3.2, The service environment is inclusive, promotes competence and supports exploration and play-based learning (Australia Children Education and Care Quality Authority, 2023)”. A physical indoor and outdoor environment is set up to support all children's active participation, with easy access to materials and resources enhancing children's participation and overall growth and development and valuing the differences. The learning experiences guided by children's interests and likes are crucial in seeing children as capable and competent and building on their sense of belonging.

This question is valuable to recognise what abilities the children have and appreciate those and then extend learning opportunities in a strength-based teaching model to aid in the child's growth and development as best as possible. Also, if available, retrieving information from families of strategies that have been or are currently used that work to support children.

This links with Chen and Krieger's belief that " Implement a strengths-based model of teaching where children are not treated as a homogeneous group, but each child is valued as having unique learning strengths, experiences, and needs ( Chen & Krieger, 2022)". This resonates with me as I believe this is vital to working towards creating a program based on children's strengths for optimum growth and development.

This is vital to get some background on family experiences regarding childcare programs and how their culture was supported and valued. This information will give educators an idea about what families' experiences are and enable them to get their opinions and communicate ideas as to what is important to them and how their voices are respected, valued, and heard.

This links with Reggio Emilia's approach, as Malaguzzi states that "from the beginning in Reggio, there has been an explicit recognition of the partnership among parents, educators, and children; classrooms are organised to support a highly collaborative, problem-solving approach to learning (Edwards et al., 2022)". This resonates with me as this partnership is vital to build on trusting a collaborative partnership that works together to create the best opportunities for children.

This question is important to take families' and carers' opinions and ideas into consideration about their thoughts on how we can further provide inclusive experiences for their children. This information will not only be from educators and their research but also personal views that are taken into account regarding working collaboratively and actively listening and valuing parents' and carers' opinions.

This links with Edwards who states that children "feel that by giving value to their thoughts, we give value to them as unique individuals who are saying something important; they feel how important they are to us (Edwards et al., 2022)". This resonates with me as I view children as capable and competent and that it is vital for children's voices to be heard to help build on all areas of their development and be a part of the growth of their confidence, into global citizens of the future world.

This links with the Reggio Emilia Approach, stating, "Reggio-inspired teachers are reflective practitioners, engaging in professional development that extends beyond traditional professional development practices in American schools (Sisson, 2009; Wurm, 2005). As part of a community of learners, these professionals frequently discuss practices with colleagues, meet with parents to consider curricula and plan events, and are given time in their weekly schedule for reflecting on and documenting student work (Bond, 2013)".

The Koori curriculum is an excellent resource for sharing ideas and thoughts about embedding inclusive practices in early childhood.

1. Maggie Dent (Author- Parenting books) Dent is a renowned author of parenting and resilience specialist; her work empowers parents, carers, and educators with the tools to teach and build resilience in children and teens and develop healthy relationships with families.

2. Early Childhood Australia (Inclusion in Early Childhood)

Early childhood has inclusive early childhood resources available including books and Professional development training.

1. NDIS

NDIS is Australia’s first national Scheme for people with disabilities. They provide funding directly to individuals to support their additional needs.

1. Dr Becky Kennedy (psychologist- social media)

Doctor Kennedy is a psychologist with a social media platform teaching about parenting, and behavioural strategies to equip parents with the tools to aid in children's social and emotional development.

1. CoachMaysaq (Maysa Fahour- parenting coach)

Maysa is a cognitive behavioural therapist with a social media platform teaching about parenting, and behavioural strategies to equip parents with the tools to aid in children's social and emotional development.

1. Dr Gabor Mate (expert on childhood)

Dr Gabor Mate is an author and expert in trauma, stress and childhood.

1. https://www.8ways.online/

The eight ways of Learning is another great resource to embed indigenous inclusive practices in early childhood.

Bond, V.L. (2013) Journal of General Music Education, Follow and Facilitate: What Music Educators Can Learn from the Reggio Emilia Approach. <https://journals.sagepub.com/home/gmt>

Chen, J.J. and Krieger, N.J. (2022) Learning gain rather than learning loss during COVID-19 ... - sage journals, Contemporary Issues in Early Childhood. <https://journals.sagepub.com/doi/full/10.1177/14639491211073144>

Early Childhood Australia (ed.) (no date) Statement on the inclusion - early childhood Australia.<https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/01/Statement-of-Inclusion-2016.pdf>

Edwards, C.P., Gandini, L. and Forman, G.E. (2022) The hundred languages of children: The Reggio Emilia experience in transformation. Vancouver, B.C.: Langara College.

Good Runs Solututions (2010) Practice: Anti bias curriculum in early care and education. <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>

Kuh, L. et al. (2016) Moving beyond anti-bias activities: Supporting the development of anti-bias practices, NAEYC. <https://www.naeyc.org/resources/pubs/yc/mar2016/moving-beyond-anti-bias-activities>

Quality area 3 – physical environment (2023) Australia Children Education and Care Quality Authority. <https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-3-physical-environment>