Raffi, “A Covenant for Honouring Children”

To achieve this, I follow the principles outlined in the Early Years Learning Framework (EYLF), the United Nations Convention on the Rights of the Child (UNCRC), and the Statement on the Inclusion of Every Child in Early Childhood Education and Care. These principles guide me in creating a welcoming space where diversity is celebrated, and all children have equal opportunities to thrive.

The EYLF emphasises the importance of respecting and valuing each child's unique strengths, interests, and cultural background (ACECQA, 2022). I incorporate this principle into my teaching practice by designing inclusive and culturally responsive learning experiences. By integrating children's interests and experiences into the curriculum, I ensure that learning is meaningful and engaging for all learners.

Additionally, I recognise the significance of building strong partnerships with families and communities, as highlighted in the EYLF. Collaborating with families allows me to gain insights into each child's individual needs and strengths, enabling me to provide personalised support and scaffold their learning effectively.

In line with the UNCRC, I uphold the rights of every child to education, protection, and participation. My goal is to create a safe and nurturing environment where children feel empowered to express themselves, voice their opinions, and actively participate in decision-making processes (UNICEF Australia, 2023). I aim to cultivate a sense of belonging and agency among all children in my care by fostering a culture of respect, empathy, and inclusivity.

Furthermore, I recognise the importance of advocating for children's rights and promoting social justice within the early childhood education sector.

The Statement on the Inclusion of Every Child in Early Childhood Education and Care underscores the fundamental principle that all children, including those with additional needs or disabilities, have the right to access high-quality education and care services (Early Childhood Australia, 2014). As an inclusive practitioner, I am committed to creating an environment where every child feels valued and supported, regardless of their abilities or differences. I strive to implement inclusive practices that accommodate diverse learning styles and abilities, ensuring that all children can actively participate and succeed.

My all-encompassing teaching philosophy is rooted in believing that every child deserves to be recognised, respected, and esteemed. I am guided by the principles laid out in the EYLF, UNCRC, the Statement on Inclusion, and other valuable research that supports every child's right to be included, irrespective of any bias. I aim to create an inclusive, supportive, and nurturing learning environment where diversity is celebrated, and every child is given an equal opportunity to thrive and succeed. I am committed to continual self-reflection, collaboration with children, parents, and colleagues, and ongoing professional development to refine my practice and advocate for the rights of all children in early childhood education and care settings.

I'm asking this question because it's essential to acknowledge and incorporate these practices into our classroom environment. Doing so aligns with the principles of the Early Years Learning Framework (EYLF), which emphasises the importance of respecting and recognising the diverse cultural backgrounds of children and their families (ACECQA, 2022). By fostering a sense of belonging and identity, we can ensure that every child feels valued and respected. Additionally, incorporating these practices also promotes the United Nations Convention on the Rights of the Child (UNCRC) principle of respecting the cultural identity of the child (UNICEF Australia, 2023).

2) Would you like to discuss any specific concerns or needs related to your child's development or learning?

This will help us work together to effectively support your child. I am asking this question because it aligns with the inclusive practice principle outlined in the Australian government's Statement on the Inclusion of Every Child in Early Childhood Education and Care (2009). This statement emphasises the importance of collaborating with families to address individual needs and create supportive environments for children of all abilities. It also aligns with the principle of ensuring the best interests of the child as outlined in the United Nations Convention on the Rights of the Child (UNICEF Australia, 2023).

To ensure an inclusive learning environment for children, it is crucial for educators to understand their preferences and interests. This understanding helps to personalise the learning experience and create a sense of belonging and agency for the child. This approach is in accordance with the Victorian Early Years Learning and Development Framework principle of acknowledging children as active contributors to their own learning (Department of Education and Training, 2016). Personalised learning can nurture a sense of ownership and engagement in the child's education, leading to a more positive and meaningful experience. By recognising and catering to a child’s unique learning needs and interests, educators can foster a love of learning that can have a lasting impact on their academic and personal growth (ACECQA, 2022).

2)      When you play or interact with your peers, how does it make you feel? Is there anything you would like to see more of in our classroom to make it a welcoming and enjoyable place for everyone?

I am asking these questions because they align with EYLF Outcome 2, which aims to enable children to feel a sense of belonging to groups and communities (ACECQA, 2022). When educators ask children about their feelings when interacting with peers and ask for their input on classroom improvements, they are helping to foster a connection to their peer group that is essential for their social and emotional development. The question also relates to Article 12 of the UNCRC, which emphasises a child's right to express their views freely in all matters affecting them (UNICEF Australia, 2023). By inviting children to share their feelings and preferences about classroom interactions and environment, educators ensure that their voices are heard and respected in decisions that impact them. The question reflects the commitment to inclusive practices outlined in the Statement, particularly creating welcoming and enjoyable environments for all children.

I am asking this question to promote collaboration and knowledge-sharing among colleagues, which is essential for implementing inclusive practices (EYLF, 2022). By discussing effective strategies, we can learn from each other's experiences and ensure that all children receive the support they need to thrive. This approach reflects the VEYLDF principle of building collaborative partnerships with colleagues and other professionals (VEYLDF, 2022).

2)      How can we ensure that our policies and practices align with the principles of equity and inclusion, particularly regarding access to resources and opportunities for all children?

I am asking this question to initiate critical discussions about the structural and systemic factors that impact inclusive practice within our organisation (Australian Government, 2009). By evaluating our policies and practices through an equity lens, we can identify and address any barriers to participation and ensure that every child has equal access to high-quality education and care (UNICEF Australia, 2023). This aligns with the commitment to promoting inclusive environments outlined in the Statement on the Inclusion of Every Child in Early Childhood Education and Care (Early Childhood Australia,2014).

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2)      https://www.edresearch.edu.au/guides-resources/practice-resources/partnerships-pblai

This resource provides valuable insights into how partnerships can promote equity, diversity, and inclusion in the classroom.

3)      https://www.youtube.com/watch?v=qAe1-BAHnVc

Tony Booth, an experienced educationist and activist, discusses the 'Index for Inclusion' in this video. He defines the Index for Inclusion as a practical tool to assist schools in creating environments where everyone feels a sense of belonging in the communities they serve. The tool also supports learners to develop their interests, learn, and grow as individuals.

4)      https://www.antibiasleadersece.com/wp-content/uploads/2015/01/what-is-ABE-derman-sparks.pdf

The reading materials provide a more comprehensive understanding of bias and what it means to be anti-bias. It sheds light on our everyday habits and how we unconsciously subject children to bias through our choice of words. Additionally, it outlines the objectives of anti-bias education.

5)      https://www.dss.gov.au/early-childhood-targeted-action-plan-early-childhood-tap

This link contains important information for families seeking support and resources. The Early Childhood TAP also details how different programs and services can collaborate to better assist families.

Australian Children's Education and Care Quality Authority (ACECQA). (2022). Belonging, being and becoming: The early years learning framework for Australia (V2.0). In ACECQA. Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

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

Derman-Sparks, L., & Olsen Edwards, J. (2019, November). Understanding Anti-Bias Education: Bringing the Four Core Goals to Every Facet of Your Curriculum | NAEYC. Www.naeyc.org; NAEYC. https://www.naeyc.org/resources/pubs/yc/nov2019/understanding-anti-bias

Early Childhood Australia. (2014). Statement on the inclusion of every child in early childhood education and care (p. 2). https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/01/Statement-of-Inclusion-2016.pdf

Fleer, M. (2002). Early Childhood Education: A Public Right and not a Privilege. Australasian Journal of Early Childhood, 27(2), 1–7. https://doi.org/10.1177/183693910202700202

Recchia, S. (2013). Inclusion in the early childhood classroom: what makes a difference? Teachers College Press.

UNICEF Australia. (2023). United Nations convention on the rights of the child. UNICEF. https://www.unicef.org.au/united-nations-convention-on-the-rights-of-the-child