I am trying to be careful and make the scissors stay on the line’. (2019). doi: 10.1080/03004270701602426, Yazejian, N., Bryant, D., Freel, K., & Burchinal, M. (2015). http://www.socialinclusion.gov.au/publications.htm. Even when this relationship is in place, educators need to plan what they will say about concerns for the child. The definition of inclusion in the approved learning frameworks for ECE is broader than simply providing for children with a disability. It may be necessary at times to “give” the children the appropriate words to use. The NQF promotes the valuing of diversity, including Aboriginal and Torres Strait Islander peoples, people from culturally and linguistically diverse backgrounds, people with a disability and people from diverse family compositions. Outside the system: Life patterns of young adults with intellectual disabilities. The Education and Care Services National Law (National Law) and the Education and Care Services National Regulations (National Regulations) detail the operational and legal requirements for an education and care service including most long day care, family day care, kindergarten/preschool and outside school hours care services in Australia. Dahlberg, G., Moss, P., & Pence, A. Epstein goes on to point out that this means the educator understands why they are doing what they are doing (the intentional act) and what strategy is required for the teachable moment. Preschool inclusion in the United States: A review of research from an ecological systems perspective. Sandall, S., & Schwartz, I. Curriculum decision making for inclusion of children with a disability is about creating opportunities for all children to engage in daily experiences, rather than planning alternative or separate experiences for a particular child (Owens, 2012). Grace, Hayes and Wise (2017) provide the example of a society in which females are treated as being inferior to males by being denied equal access to education and employment, which may result in the female child possibly having reduced opportunities in life. Children’s developmental pathways are also more diverse. Opening Eyes onto Inclusion and Diversity, International Classification of Functioning, Disability and Health, Queensland Curriculum and Assessment Authority, Australian Children’s Education and Care Quality Authority, National Quality Framework for Early Childhood Education and Care, United Nations Convention of the Rights of the Child, NQS PLP e-Newsletter No. Hayes, A., Gray, M., & Edwards, B. Ashman, A., & Elkins, J. 2. By continuing you agree to the use of cookies. Children cannot always find the appropriate words to use to express how they feel especially when they are faced with something outside of their normal experiences. Success is more likely if this step is taken from an already-existing relationship that is built on trust and respect. All childr… (2006). Jansson, B., & Olsson, S. (2006). Educators can support children to focus on the outcomes of being considerate to others while searching for a fair and equitable resolution that supports children’s learning. Retrieved from http://ezproxy.usq.edu.au/login?url=http://search.ebscohost.com.ezproxy.usq.edu.au/login.aspx?direct=true&db=eoah&AN=35018509&site=ehost-live. In this podcast the educator took the opportunity to support children to become familiar with, understand and experience being different. • develop and extend each child’s communication in play; There is now sufficient evidence to suggest that peers are not harmed or disadvantaged through inclusive classrooms; rather, they grow and develop as a result of the relationships they cultivate and sustain with their diverse counterparts (Odom et al., 2004). Retrieved from http://www.resourcingparents.nsw.gov.au/ContentFiles/Files/diversity-in-practice-tipsheet-2.pdf. Creating an environment that supports the inclusion of every child means each child can be supported to thrive and build a respect and valuing of diversity. Traditionally, inclusive education in the mainstream early years classroom focussed on catering for children with special needs, such as physical impairment or autism, and for children considered ‘at risk’ or ‘disadvantaged’ in relation to issues such as socio-economic circumstances or geographical isolation (Petriwskyj, 2010). Guide to the National Quality Framework. This is essential reading for students studying inclusion and diversity on early childhood or early years courses, and those seeking to promote good practice and enable all children to develop to their full potential irrespective of … Respect for diversity. The following document provides practical ideas for communicating with parents effectively in ECEC settings. Articles and Papers. Early childhood education as an evolving ‘Community of Practice’ or as lived ‘Social Reproduction’: Researching the ‘taken-for-granted’. The image of the child influences how the educator views the child and influences their expectations they have of them. Early childhood professionals are key in knowing that children with special needs are more like all children than different. This may lead to the child being at risk of living in poverty and being socially isolated (Moore, Morcos & Robinson, 2009). National Quality Standard Professional Learning Program, 38, 1-4. (online) Canberra, ACT: Australian Institute of Family Services. Although this article is relatively simplistic, it gives an overview and introduction to the history and paths that early childhood education has taken. By working with families, professionals and agencies, educators may have access to helpful information and strategies to manage or guide children’s learning and development. (1979). Children may share the same type of disability, but be completely different from each other in every other respect. Inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs. A report released by the Australian Early Development Census in 2015 revealed that one in five children who enter school in Australia are developmentally vulnerable in one or more domain, including cognitive skills and communication (Shahaeian & Wang, 2018). Australia, USQ Photo Stock. Retrieved from:www.mitchellinstitute.org.au, World Health Organization (WHO). Early childhood education is no exception. Exceptional Children, 73(4), 435–455. Whereas the inclusion of children with special needs in regular classrooms has gained increasing advocacy, teachers’ attitudes vary. Chap 11 pg 319-354. It explores the effects of Head Start programs, the social norms about parenting, and the changing ideas about education for young children. Children need adults to set reasonable boundaries and help them to organise their feelings and responses. South Melbourne, VIC: Oxford Press. This backgrounder considers pre-school children with Click on the following link to access the information sheet: NQS PLP e-Newsletter No. Diamond, K., & Hong, S. (2010). In M. Guralnick (Ed. Leave no child behind! Do you see what is happening? © University of Southern Queensland is licensed under a, Figure 4.7: Photograph of a child bouncing. Retrieved from: https://wehearyou.acecqa.gov.au/2018/04/30/breaking-down-inclusion-barriers-and-myths/. The NQF also “recognises all children’s capacity and right to succeed regardless of diverse circumstances, cultural background and abilities” (ACECQA, 2017, p.10). Communication with those providing specialist support helps to coordinate the activities of the child. • most effectively when they progress from concrete to abstract concepts involving simple to more complex levels of knowledge, skill, and understanding, and where they can make sense of general concepts through to specific concepts. Figure: 4.7: Photograph of child bouncing. Gonzalez-Mena, J. • by revisiting prior knowledge, previously acquired skills, and concepts in manner that reinforces the transference of knowledge from a known context to application in a new context. Moore, T., Morcos, A., & Robinson, R. (2009). When enacting play-based pedagogies educators are able to recognise the discoveries being made by children as they construct their own knowledge, in their own ways (McLean, 2016). Brown, S. L. Odom, & S. R. McConnell (Eds. South Melbourne, Victoria: Oxford University Press. However, when children fail to comply with the developmental pathways typically outlined and expected in the school culture, they are sometimes labelled as having a developmental disability. Sam repeated the words and Peter nodded his head turning back to his own sand construction. Inclusion and early intervention for children with diversity are interrelated concepts but are viewed differently and have separate outcomes. Families do not always know where to go to for assistance to act on the information provided. Figure 4.5: A photograph of child and cattle, (2018). Livingston (2018) summarised myths under the following headings; the view that inclusion is not about disability, the perceived effects of including a disabled child in a classroom and the differences between inclusion and early intervention. Personal bias and attitudes may impact upon the educator’s willingness to consider making adjustments to their program or to support children appropriately within their program. (1999). Meltzoff, A. Booth, T., Ainscow, M., & Kingston, D. (2006). “Children are around two or three when they begin to notice physical differences among people” (Kupetz, 2012, p. 1). The goal is to increase the participation, and the quality of participation, in early childhood education for groups with traditionally low participation rates, including children with special education needs. When families are well-supported by educators they may be better equipped to nurture their child’s learning and development (Hunter Institute of Mental Health, 2014). Bully Proofing Your Early Childhood Program, in partnership with Region 9 Head Start Association. Retrieved from: http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/07/NQS_PLP_E-Newsletter_No38.pdf, Peisner-Feinberg, E., Buysse, V., Fuligni, A., Burchinal, M., Espinosa, L., Halle, T., & Castro, D. (2014). Both Kids Together and the National Dissemination Center for Children with Disabilitie… Shonkoff, J., & Phillips, D. March 31, 2020. A focus on the holistic, inclusive approach of the NQF will be of assistance here. Early Childhood Education and Care programs are inclusive when they have: • Policies that promote inclusion • Leadership that supports inclusion • Staff who believe in inclusion In order for all children to fully participate in education, care and community, they must have equitable access to programs. Early intervention and education for children with disabilities can have a positive impact on a child\’s cognitive and social development. Inclusive ECEC environments offer all families the opportunity to engage in regular life patterns (Jansson & Olsson, 2006). Enabling child agency through considered curriculum and program design empowers children to engage confidently with their own learning and development. Opening eyes onto inclusion and diversity in early childhood education, 5. “I can see that you are still using the spade but Peter did not see that. Global populations are becoming more mobile, generating multi-cultural societies and therefore ethnic and cultural diversity in many world nations including Australia (Arber, 2005). Interpreting these observations and applying this information when making decisions about programming and planning that relate to individual children and groups of children is also  effective in building an inclusive culture. Re-imagining childhood. Relationships between the child and surrounding layers are seen as dynamic. Figure 4.2: Comic strip of a child. Both strategies can be very helpful for short periods but should not be extended to the point where they become intrusive or inhibiting. A recent challenge teachers in early childhood face is the advent of inclusion. Generally, when children have a diagnosed disability or a physical disability (such as needing a wheelchair or hearing aid), the general classroom teacher has access to support in the form of outside agencies or assisted technology (Forlin, Chambers, Loreman, Deppler & Sharma, 2013). 1-10). Children notice when adults are working and collaborating together and modelling positive behaviours. The resources include information sheets, online modules and webinar recordings. (Mitchell Institute Policy Paper No. Empowering children: Play-based curriculum for lifelong learning. This has occurred in a context of ongoing social change, which has been accompanied by similar changes across a range of social values and ideas. Thurman, J.R. Cornwell, & S.R. Current thinking acknowledges the importance of incorporating children’s unique identities and diversities to enable positive experiences for personal growth and lifelong learning. Retrieved from: https://aifs.gov.au/cfca/publications/social-inclusion-family-support-sector/export. In some schools, inclusion means only the physical presence or Complex and additional needs. Fleer, M. (2003). Social changes have resulted in the fragmentation of communities, greater demands on parents, and systems that are ill-equipped to cope with the needs of children and families (Moore & Fry, 2011). Reflecting on the image of the child shifts the focus back to the child as they are, not just the way they are perceived or labelled. Try to support children to manage their own behaviour in a way that tells the child “I know this is hard for you, but I will help you”. Odom, S., & Bailey, D. (2001). (2011). Supporting children’s positive individual and group identity development in ECEC is fundamental to realising children’s rights. The Ministry of Education (the Ministry) describes a child with special educational needs as a child who needs extra support because of “a physical disability, a sensory impairment, a learning or com… ), Children, families and communities (5thed.) There has been a perception by some that inclusion of diverse children will be detrimental to other group or class members. Monkey business. Where children are supported in play, they actively interact with others to create experiences to develop the skills and rewarding relationships that are fundamental to their personal growth and development across physical, social, emotional and cognitive domains (KidsMatter, n.d.). Full–day kindergarten play-based learning: Promoting a common understanding.Department of Education and Early Childhood Development, Government of Newfoundland and Labrador. For example, a child with a communication difficulty may benefit from using visual resources such as pictorial flow charts to help them understand and participate in the day’s routines and activities (Owens, 2012). Choosing the best strategies for young children’s learning. Supporting children’s agency enables them to make choices and decisions, and influence events and their world. The inclusion of children with disabilities prompts classmates to become more understanding of, and to develop positive attitudes toward, their diverse counterparts (Odom & Bailey, 2001). (2007). Baltimore, MD: Paul H. Brookes. The purpose of this study was to explore what Early Childhood Education (ECE) preservice teachers thought about inclusion and what factors influenced their attitude development toward inclusion, based on written reflections collected from 90 undergraduate ECE preservice teachers. They create valuable learning opportunities for themselves through their interactions with their world and the people in it (Siraj-Blatchford & Sylva, 2004). Use real and life-like examples to role-model socially-acceptable responses, reactions and reflections to everyday situations (Doyle, 2012; Howe, 2005). Hunter Institute of Mental Health. Frenchs Forest, NSW: Pearson. It is important to acknowledge children as individuals with a range of skills, emotions and experiences, both at home and at the setting, that may impact on how they cope being part of a group setting on any given day. Universal access to early childhood education: Inclusive practice – kindergarten access and participation for children experiencing disadvantage. Correction of figure 1 from: Comprehensive evaluation of a full-day kindergarten: What do they do all day. Educating children with diverse abilities(2nd ed.). Implementing inclusion in early childhood classrooms Organisation for Economic Co-operation and Development (OECD). Educators can ‘self- talk’ through activities with which they are engaged, so that they are giving children a commentary on their actions. Additionally, children with experience of inclusive environments have been found to approach play with a stronger focus on fairness and equity and utilise more targeted ways to include diverse counterparts in their play (Diamond & Hong, 2010). For example, they may not understand why they have to wait to use the new equipment; why they cannot draw on the walls; why it is not appropriate to pull someone’s hair to get them to move. 1). •  when given plenty of opportunities for sensory involvement. Children from different backgrounds, minority groups or a child with a disability may face an extra challenge as they undergo this transition from their home to the setting. © Photo supplied by University of Southern Queensland Photography is licensed under a, Figure 4.8: Photograph of a staff member and a parent and child. by Education.com. Collect This Article. (Online). Melbourne, Victoria: Mitchell Institute. Hertzman, C. (2002). Educators play an important role in helping families support and guide their child’s learning and development in positive and effective ways. Play based learning experiences are at the heart of early education (Booth, Ainscow & Kingston, 2006). . Crows Nest, NSW: Allen & Unwin, McLean, C. (2016). Documenting observations of children professionally and regularly, without labels or diagnoses is also a useful step. From a personal perspective educators may be unwilling to engage with inclusion because of a perceived increase in workload or lack of confidence in their own skills to work with children with diversity.

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