As an early childhood educator, I view all children are capable, competent and involved learners, I will ensure to provide all children with equitable and participatory environments and experiences to promote their learning, development and well-being (DEEWR 2022). I recognize that each child has strengths, interests, cultural values and beliefs. I will respond and recognize any barriers each child faces in their learning and address circumstances. Every child should be valued as an individual and as a contributing member of their family, community and society so they develop a healthy identity (DEEWR 2022). When children have positive experiences and can exercise agency, they develop an understanding of themselves as significant and respected and feel a sense of belonging (DEEWR 2022). 

According to Giugni (2014), discrimination is not the effect of people being different, but how society is structured which gives the impression that there are ‘normal’ ways of being, so we need to make our ways of thinking, acting and living that produce the effects of difference. Dau (2001) explains that children start noticing similarities and differences through social interactions from their early years of life. As children become aware of differences, they also develop feelings about what they are observing to make judgements as good or bad so children start developing a bias (Dau 2001). As an early childhood educator, I will implement Anti-bias curriculum and practice to support children and their families 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).

Inclusion is about belonging to and participating in a diverse society and creating an environment in which all children can participate and succeed (Early Childhood Australia 2014). Learnt from the Anti-bias practice of inclusion, I will teach children that all people are valued and should be respected for sharing insights and perspectives and trusting each other (Good Run Solutions 2010).  I will ensure to provide inclusive environments that are holistic and recognize the unique contributions made by each child and their family. I will also encourage them to contribute ideas, interests and questions to the learning environment. As a role model, I will use inclusive language to influence how to treat each other.  I will assist children to be culturally competent and responsive by taking action in the face of unfairness and discrimination (DEEWR 2022). 

 

I am asking this question because knowing each child’s interests, abilities and strengths is an important part of inclusive practice in early childhood education and care. I believe that each child is a competent, capable and confident learner. As an early childhood educator, knowing, valuing and building on all children strengthens their motivation and engagement in learning. I am aware of and respond to the strategies used by children with additional needs to negotiate their everyday lives (DEEWR 2022).

I recognise that families are children’s first and most influential teachers. They play a crucial role in building collaborative relationships for their children’s learning and providing meaningful environments. I also value and respect families' contributions to creating a welcoming and culturally safe environment for their children (DEEWR 2022). 

I am asking this question because I respect for diversity. Children are born belonging to a culture which is not only influenced by traditional practices, heritage and ancestral knowledge but also by the experiences, values and beliefs of individual families and communities (DEEWR 2022). I acknowledge the histories, cultures, languages, traditions, religions, spiritual beliefs, child-rearing practices and lifestyle choices of families (DEEWR 2022). Knowing each family’s cultural background, I can provide culturally safe and secure environments for all children and their families. If children feel safe, secure and supported they will grow confident to explore and learn. If children feel valued, successful and accepted, they confidently explore and engage in social and physical environments through relationships and play.

I am asking this question because creating a welcoming environment is important for building positive relationships with children and families. If I build a positive relationship with families, they are easy to share their children’s interests, strengths and abilities. Through open communications, we can develop inclusive education and practices for children’s learning, and development. 

Through building trusting relationships, I can share my understanding of their children or listen to their children’s learning difficulties, which need more support areas that families face. Families are also ready to interact with other families in the environment to feel connected to engage in centre events, celebrations and children’s parties. It helps them to develop their children’s trust and confidence in the service as well. 

I also acknowledge that the family is the most powerful influence on each child’s life and that learning outcomes are most likely to be achieved when educators work in partnership with families to ensure the experiences planned for children are meaningful (ACECQA 2011). 

I am asking this question because developing the educational program based on the knowledge of each child so knowing their current strengths, abilities and interests is important. Each child has a unique identity so each child has own strengths and interests. As an early childhood educator, I want to give children to have choices for their learning. I also want to support them in developing positive self-worth by allowing them to celebrate their own interests and express themselves in different ways (DEEWR 2022).

Inclusion requires meaningful participation; it starts with recognizing children as active agents in their own learning (Early Childhood Australia 2014). Children have a voice in their learning. Children can actively engage in play to extend their thinking, ideas and knowledge. I will assist children to recognize unfair play and offer constructive ways to build a caring, fair and inclusive learning community (DEEWR 2022). Bias comes from incorrect or not enough information, emotional stress, time pressures, difficulty adapting to a new societal culture, lack of an established support system and language and/or communication barriers (Good Run Solutions 2010).

I am asking this question because using specific resources and materials, helps children develop higher thinking skills, foster self-esteem, change structures and employ a direct approach (Dau 2001). It involves eliminating stereotypical materials and resources, selecting anti-bias materials, using materials in creative ways and creating visual displays that include images of the children and their families and that accurately and fairly reflect diversity (Dau 2001). Providing familiar resources and materials for children makes them feel safe, secure and supported.

As an early childhood educator, providing inclusive environments is important to recognize all children’s ages, interests, preferences, abilities and learning styles.  

 

I am writing this question because I have learned from this inclusion unit, that research shows that children notice differences about themselves and others from the early years such as “I am a boy/girl.”, ‘My skin is darker or white.”. Maybe without noticing, I saw that children start excluding others from their play such as “We play “mums”, we don’t need dads.”,” We play superheroes, we don’t need girls.” 

I want to encourage children to use inclusive language. Language is powerful in building secure, respectful and reciprocal relationships that value diversity among people, individual differences and uniqueness with other colleagues, supervisors and administrations. We can educate children to build positive self-images and treat others with respectful manners. We can encourage children to explore and ask questions about the differences they notice and their questions are answered accurately and honestly (Dau 2001). If children recognize and challenge bias themselves (including stereotyping), they need to learn how to take action against unfair treatment (Dau 2001).

I am asking this question because I believe that an anti-bias curriculum and practices need to be implemented in early childhood care settings. It is important to support children and families to acknowledge their cultural values, beliefs and languages accept differences and respect differences. 

As early childhood educators and professionals, we need to reflect diversity positively through resources and materials and promote inclusive environments. We acknowledge each child and family’s values, abilities, strengths and ideas including Aboriginal and Torres Strait Islander people and facilitate their learning and needs. Our position is important to positively influence attitudes, to challenge bias and to prepare all children, families and communities for a rich, full and productive life working together (Dao 2001).

Department of Education, Employment and Workplace Relations (DEEWR) 2022, Belonging, Being and Becoming: The Early Years Learning Framework for Australia, Canberra, ACT: Commonwealth of Australia.

Early Childhood Australia 2014, Statement on the inclusion of every child in early childhood education and care, Early Childhood Australia, pp. 1–12, viewed 7^th October 2023, <http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/01/Statement-of-Inclusion-2016.pdf>.

Giugni, M 2014, Rethinking images of inclusion: A picture book for children’s services, ACT Professional Support Coordinator, Canberra, ACT, pp. 1–32, viewed 7^th October 2023, <https://multiverse.com.au/wp-content/uploads/2018/10/rethinking-images-1.pdf>.

Good Run Solutions 2010, Practice: Anti-bias curriculum in early care and education, Good Run Solutions, pp. 1–2, viewed 7^th October 2023, <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, LP, LeeKeenan, D, Given, H & Beneke, MR 2016, ‘Moving beyond anti-bias activities: Supporting the development of anti-bias practices’, YC: Young Children, vol. 71, no. 1, National Association for the Education of Young Children, pp. 58–65, viewed 7^th October 2023, https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=114680491&site=ehost-live&authtype=shib&custid=s1145751.