Both Early Years Learning Framework (EYLF) and Victorian Early Years Learning and Development Framework (VEYLDF) provides a guiding framework for early childhood educators to assure that every child receive equitable opportunities in their learning journey. (Department of Education and Training [DET], 2016). The EYLF emphasizes the importance of inclusive practices by encouraging educators to create welcoming spaces that reflect the diversity of all the children and families, fostering a sense of belonging. (ACECQA, 2022). My commitment to these principles involves recognizing and valuing each child's unique identity and experiences, which helps build an inclusive, supportive and adaptive learning environment in the service.

Building strong and positive relationships with families, staff, children and the wider community are important when establishing inclusive practices in the service. By engaging and including families in the educational curriculum, I can gain information of their expectations, goals for their children, and any other concerns that they have. This way I can ensure that all children at my care are supported both in the service and at home. Through inclusive practices, I can support the rights of all children. (Early Childhood Australia, 2016). According to the statement on the inclusion, it ensures that all children engage meaningfully in the education program which acknowledge their strengths, interests and capabilities. (Early Childhood Australia, 2016). Inclusion in ECE has three principles such as access, participation, and outcomes. (Early Childhood Australia, 2016). Access means that every child can participate in early learning opportunities by overcoming systemic, service, and individual barriers, thereby adapting services to a diverse community. Participation highlights the importance of children being active agents in their own learning. (Correia et al., 2021).  It is supported by inclusive programs grounded in the concepts of belonging, being, and becoming from the Early Years Learning Framework. (Early Childhood Australia, 2016). In conclusion, outcomes highlight that all children should experience positive learning results, including a strong sense of identity, well-being, engagement as confident learners, and effective communication skills. Together, these principles foster an inclusive environment where every child can thrive. (Early Childhood Australia, 2016).

Children's voices are important and should be acknowledged. Rinaldi highlights that, “truly listening means appreciating diverse viewpoints”. By practicing deep listening, educators can recognize “children as active contributors to their own learning experiences”. (Edwards et al., 1998). This can be accomplished by providing open-ended experiences, giving children the freedom to choose their materials, and designing spaces that encourage self-expression through play. These approaches empower children and promote inclusivity, allowing them to take charge of their learning journeys. (Edwards et al., 1998).

In my service, I try to establish an environment where all children feel protected, valued, and empowered. This involves implementing various instructions, where I adapt content, processes, and assessments to meet diverse learning rights of the children. The EYLF promotes for play-based learning that accommodates different learning styles, allowing children to engage with the program meaningfully. (ACECQA, 2022).

Collaboration with colleagues is essential in creating an inclusive educational culture. Engaging in professional development and sharing the best practices enhances our collective understanding of inclusion, ensuring that we can address challenges and celebrate successes together. By working collaboratively, we can create a learning environment that genuinely upholds the rights of every child. (Australian Institute for Teaching and School Leadership, 2017).

Ultimately, my inclusive teaching philosophy is about respecting the rights of all children to learn in an environment that values diversity and promotes equity.

I am asking this question because understanding families' aspirations for their children allows me to align my teaching practices with their expectations. Engaging families in this conversation fosters a collaborative approach to education, essential for inclusive practice (Early Childhood Australia, 2016). It also helps me identify individual strengths and needs, enabling me to adapt my support for each child effectively. By valuing family input, I reinforce a sense of belonging and partnership, crucial for nurturing an inclusive environment in the service. (Department of Education and Training [DET], 2016).

2)    Would you like to tell your cultural values and traditions that can embed in our program?

The reason for asking this question is to recognize and value diverse cultural backgrounds is fundamental to creating an inclusive environment. Incorporating families’ cultural values into the educational program promotes children's identities and learning experiences for all children. (ACECQA, 2022). This dialogue inspires families to actively involve in their children’s Early childhood education and helps me to create a culturally responsive learning environment, which corresponds with the fundamentals of the Early Years Learning Framework (EYLF) reinforcing belonging, being, and becoming. (Department of Education and Training [DET], 2016).

I would like to ask this question from children to celebrate diversity and support them to express their unique identities. Recognizing and sharing cultural backgrounds fosters an inclusive atmosphere where all children feel acknowledged and respected. This practice agrees with inclusive education principles that promote understanding and respect for differences, helping to build a strong sense of community among peers. (Australian Institute for Teaching and School Leadership, 2017)

2)    How do you feel and included when you play with others?

My intention with this question is because understanding children’s feelings about inclusion can help educators create a more welcoming environment. By reflecting on their experiences, children can identify specific actions that promote inclusion, enabling educators to foster an inclusive environment where every child feels valued and accepted. This aligns with the principle that listening to children’s voices is crucial for supporting their emotional well-being and active participation. (Edwards et al., 1998).

I would like to know because collaboration among educators is vital for fostering an inclusive culture in the service. By sharing effective strategies, we can enhance our joint understanding and implementation of inclusive practices (ACECQA, 2022). This conversation allows us to reflect on our experiences and identify best practices that support all children, ensuring we meet the diverse needs of our learners while upholding their rights (Early Childhood Australia, 2016).

2)    What professional development opportunities do you think is necessary to help in enhancing our understanding of inclusive practices in the service?

I’m interested to identify the professional growth and development needs of the team. By understanding what staff feel would benefit their practice, we can pursue targeted training that supports their growth and enhances our collective ability to implement effective inclusive strategies in the service. (Australian Institute for Teaching and School Leadership, 2017).

https://www.earlychildhoodaustralia.org.au/our-work/inclusion-resources/

This resource offers a wealth of information on inclusive practices in early childhood education, including practical strategies and guidelines. It serves as a foundational tool for educators to enhance their understanding of inclusion and how to implement it effectively in their settings.

https://www.unesco.org/en/inclusion-education

This resource provides a global perspective on inclusive education, outlining principles, policies, and practices that encourage equal access to the education system for all children. It is useful for educators looking to understand the broader context of inclusion and best practices worldwide.

https://www.aitsl.edu.au/

This resource discusses the importance of targeted professional learning and development for educators, emphasizing how it enhances their capacity to implement effective teaching practices, including inclusive strategies. It aligns with the idea that understanding staff needs can lead to more effective training and ultimately improve educational outcomes for all children. By focusing on inclusive education, AITSL advocates for training that fosters understanding of diverse learning needs, promotes equity, and encourages the creation of supportive environments for all children.

https://www.youtube.com/watch?v=VSCbCuGxkVc

This book celebrates the similarities and differences among children around the world. It can help families introduce conversations about diversity and empathy to their children. Furthermore, it is a great resource for educators to read in children’s group time.

https://www.familyrelationships.gov.au/

This is a valuable resource for families seeking to strengthen their relationships and support children with special needs. It offers practical information on effective communication, conflict resolution, and nurturing a supportive home environment. By equipping families with tailored guidance, the site empowers parents to advocate for their children in educational and social settings. This resource fosters a culture of acceptance and inclusion, helping families create environments where all children can thrive.

https://www.education.gov.au/early-childhood/about-early-childhood-education-and-care-australia/inclusion-early-childhood

I am recommending this resource because it offers comprehensive guidelines and frameworks that promote inclusive practices within early childhood education. it serves as an effective tool for families, helping them understand their rights and the importance of inclusion in their children's education. This knowledge empowers parents to advocate for their children's needs, ensuring they receive equitable opportunities for learning and development.

Australian Institute for Teaching and School Leadership. (2017). Australian Institute for Teaching and School Leadership. Aitsl.edu.au; Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/

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

Department of Education and Training [DET]. (2016). Victorian early years learning and development framework. Department of Education and Training. https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf

Early Childhood Australia. (2016). 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. (1998). The hundred languages of children: the Reggio Emilia approach--advanced reflections (2nd ed.). Ablex Pub. Corp.

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

United Nations Convention on the Rights of the Child. (2024). UNICEF Australia. https://www.unicef.org.au/united-nations-convention-on-the-rights-of-the-child?srsltid=AfmBOorzkfcFruwLXTFDTkfbYLETow0e02fOIZyKKRhiMAhpWzjBLZLF