Bronfenbrenner, U. Diversity and inclusion in the early years. ScienceDirect ® is a registered trademark of Elsevier B.V. ScienceDirect ® is a registered trademark of Elsevier B.V. (2019). Ensuring the rights and access of every child to a quality, inclusive early childhood care and education (ECCE) is an important challenge and opportunity for government, policy makers, teachers, families, and communities. Figure 4.1: Bronfenbrenner’s social ecological model. When observing an individual child, it is important to focus on the child’s abilities. The resources include information sheets, online modules and webinar recordings. ), The role of early experience in infant development(pp. According to Early Childhood Australia [ECA](2016), the peak early childhood advocacy body in Australia, “inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs” (p. 2). By continuing you agree to the use of cookies. 141-164). (2013). The final layer, the macrosystem, refers to the broad cultural and societal attitudes and ideologies that may influence components in all of the other systems. Preschool inclusion in the United States: A review of research from an ecological systems perspective. Dahlberg, G., Moss, P., & Pence, A. 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. Critically reflect upon these three myths. In creating an inclusive physical environment, a shared culture of inclusion can be modelled and supported. Inclusivity occurs when all children, regardless of their diversity, have equitable and genuine opportunities to participate in and learn from the everyday routines, interactions, play and learning experiences that occur in the early years (The State of Queensland [Department of Education and Training], 2017). Different childhoods: Transgressing boundaries through thinking differently, 3. To extend your understanding around policy and legal requirements in the early years access the following articles online through the USQ Library webpage: Despite significant changes in thinking around diversity and inclusion, potential barriers to successful inclusion still exist. Use real and life-like examples to role-model socially-acceptable responses, reactions and reflections to everyday situations (Doyle, 2012; Howe, 2005). A discussion of this nature should take place in a private location, with adequate time allowed, and, if applicable, both parents in attendance. Play-based approaches open a setting to all learning possibilities in a way that inclusion happens as part of every-day life and diversity is welcomed and celebrated. Retrieved from: https://aifs.gov.au/cfca/publications/social-inclusion-family-support-sector/export. Moore, T., Morcos, A., & Robinson, R. (2009). Questions about characteristics such as “Why is Kiah’s skin brown?” are not motivated by any intention to offend or hurt. Odom, S., & Bailey, D. (2001). National Quality Standard Professional Learning Program, 38, 1-4. The barriers can emerge from a range of issues including personal, attitudinal and organisational. Contemporary Issues in Early Childhood, 4(1), 64-79. Development in children occurs at different rates across a population. 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. 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 … (n.d.). Do items need to be placed at a different height or level so that the child can reach them? Grace, R., Hayes, A., & Wise, S. (2017). In order to do so, it is important to take a moment and reflect on the best way to respond, rather than simply react, however in some situations educators may need to respond quickly if safety is an issue. March 31, 2020. by Education.com. Early childhood educators are key in knowing and understanding child development. • provide time for children to engage deeply in work activities; and The purpose of the site is to help educators support children with complex additional needs to participate in early childhood education and care (ECEC) settings. Groups with a more narrow purpose are only slightly more current with their information. • develop and extend each child’s communication in play; Updated on Jul 28, 2008. Copyright © 2021 Elsevier B.V. or its licensors or contributors. Current thinking acknowledges the importance of incorporating children’s unique identities and diversities to enable positive experiences for personal growth and lifelong learning. The National Law and National Regulations are components of the National Quality Framework for Early Childhood Education and Care [NQF] which aligns with the United Nations Convention of the Rights of the Child by aiming to ensure that all children have the opportunity to thrive, to be engaged in civics and citizenship and opportunities to take action and be accountable (ACECQA, 2017). (2007). 195-212. (pp. 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. (2000). It is important that educators identify children’s learning needs and respond quickly to any concerns they may have. Click on the following link to access the information sheet: Kids Matter – Effective Communication between families and staff members. (2018). Where and when possible setting similar expectations for children will help them to be accepted. As with so many areas of communication and relationships, it helps if the educator can put themselves in the shoes of the family and think about how they (the educators) may feel in the same situation. (Background paper). Display and make accessible multicultural and multilingual resources. Is this a child who shares their thinking, theories and wonderings with you or do they censor themselves in adult child interactions? Children notice when adults are working and collaborating together and modelling positive behaviours. Strategies and ideas for developing diverse classrooms have been suggested in this chapter. 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. (2008). Adaptations to the indoor and outdoor environments that increase children’s access to activities might be effective in supporting peer interaction (Diamond & Hong 2010). (Mitchell Institute Policy Paper No. Such additions to the environment often benefit all children. Investing in early educators – through their pay, professional learning, health, and well-being – promotes the collective well-being of the entire system of early childhood. The emphasis is on supporting children to manage their own behaviour in a ways that teach and show respect. Inclusive ECEC environments offer all families the opportunity to engage in regular life patterns (Jansson & Olsson, 2006). Inclusive education for students with disability: A review of the best evidence in relation to theory and practice.Retrieved from https://www.aracy.org.au/publications-resources/area?command=record&id=186 (2013). Even when this relationship is in place, educators need to plan what they will say about concerns for the child. Inclusion is embedded in all aspects of school life, and is supported by culture, policies and every day practices (p. 1). Hertzman, C. (2002). London, England: Falmer Press, Dearing, E., McCartney, K., & Taylor, B. The image of the child influences how the educator views the child and influences their expectations they have of them. Done in by discourse… or the problem/s with labelling. Scandinavian Journal of Disability Research, 8(1), 22-37. doi:10.1080/15017410500301122, KidsMatter. Children learn through observation and imitation (Meltzoff, 1999) and modelling by an educator becomes a powerful tool in intentional teaching. New directions in play: Consensus or collision? Figure: 4.7: Photograph of child bouncing. ), Social Competence of Young Children with Disabilities: Risk, Disability, and Intervention(pp. (2014). Jansson, B., & Olsson, S. (2006). Gottwald. Could you please say to Peter “I am still using the spade”? Asia-Pacific Journal of Education, 24(2), 117–28. Dempsey, I., & Arthur-Kelly, M. (2008). Typically, developing children learn a great deal from their classmates in inclusive settings. Re-imagining childhood. The representation of these constructs in the literature suggests a movement away from categorising children through ideas of normativity, to supporting learners with varied characteristics through differentiating pedagogies (Graham, 2007). Retrieved from https://education.qld.gov.au/students/inclusive-education, Queensland Government Department of Education. Increasingly, early childhood programs include children with disabilities and typically developing children. Connections: A resource for early childhood educators about children’s wellbeing. International Journal of Inclusive Education, 14(2), 195-212. doi: 10.1080/13603110802504515, Petriwskyj, A., Thorpe, K., & Tayler, C. (2014). Child Development, 80(5), 1329-1349. doi:10.1111/j.1467-8624.2009.01336.x. The early childhood educator regularly serves as the conduit between families in need and agencies structured to assist. Inviting all children to become familiar with the visual resources and encouraging them to support those who are unsure is another useful strategy. It is important that all young children have the opportunity to develop an appreciation and respect for the diversity of their local and broader communities. Correction of figure 1 from: Comprehensive evaluation of a full-day kindergarten: What do they do all day. Both strategies can be very helpful for short periods but should not be extended to the point where they become intrusive or inhibiting. A child with special needs may need to have a skill divided into smaller steps before the skill can be mastered. Frenchs Forest, NSW: Pearson. Children like to do things on their own and it is better for the development of children, to encourage them to do whatever they can for themselves. Offering inclusive settings removes barriers and provides the opportunity for all children to engage in high quality ECEC that may enhance their learning and developmental success. Let children know when they do things that you want to see more of. Within a play-based learning environment, educators have the opportunity to adapt the environment and resources routinely to promote optimal learning experiences for all students based on individual development, interests, strengths and needs. It is the right of every child to be provided with the opportunity to learn and develop to the best of their ability. Skillman, NJ: Pediatric Institute Publications. 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). Every child is unique. Bully Proofing Your Early Childhood Program, in partnership with Region 9 Head Start Association. Beyond quality in early childhood education and care: Languages of evaluation (2nd ed.). Retrieved from https://qed.qld.gov.au/earlychildhood/service/Documents/pdf/info-sheet-2-principles-inclusion.pdf, Torii, K., Fox, S., & Cloney, D. (2017). (2018). The importance of high quality early years education and care has been well documented (Dahlberg, Moss, & Pence, 2007; Dearing, McCartney & Taylor, 2009; Peisner-Feinberg et al., 2014; Sylva, 2010, Torii, Fox & Cloney, 2017). For example, the increased number of sites with wheel chair access has enabled wheel chair users to engage with a greater variety of facilities and therefore life experiences. Parkville, Victoria: Murdoch Children’s Research Institute and The Royal Children’s Hospital Centre for Community Child Health. 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. The Early Years Learning Framework Practice Based Resources – Connecting with families: Bringing the Early Years Learning Framework to life in your community (for more information, refer to https://docs.education.gov.au/system/files/doc/other/connecting-with-families_0.pdf) offers practical advice for early childhood practitioners. They benefit from the opportunities play offers to make decisions, predictions and solve problems. Copyright © 2021 Elsevier Inc. All rights reserved. Retrieved from https://www.who.int/classifications/icf/en/, Wood, E. (2007). To be inclusive it is vital that children and adults are able to participate as valued, respected and contributing members of society. Education headlines (e.g. Celebrating cultural diversity in early childhood services. • support each child’s learning via intended play activity; In W. B. High quality education and care is characterised by thoughtfully designed environments that support intentional, structured interactions to scaffold children’s growth and learning. These components are seen to influence the child physically, socially, emotionally and cognitively. In R. Grace, K. Hodge &C. McMahon (Eds. Have you experienced a change in your thinking? These views have shifted to those incorporating curricular and pedagogic differentiation to support children’s senses of belonging (Gillies & Carrington, 2004). Global populations are becoming more mobile, generating multi-cultural societies and therefore ethnic and cultural diversity in many world nations including Australia (Arber, 2005). Building the brain’s air traffic control system: How early experiences shape the development of executive function.Working Paper No. I am trying to be careful and make the scissors stay on the line’. This process is achieved in an inclusive environment where the important adults in the child’s life provide the experiences and opportunities necessary to help children participate meaningfully in their everyday lives. Running head: INCLUSION IN EARLY CHILDHOOD Abstract Inclusion is a topic that affects both general education and special education teachers, all students, all schools and all districts. The purpose of this paper is to review the recent empirical literature that underlies the practice of inclusion at the early childhood level in order to provide a context for the research articles appearing in this issue of ECRQ. (We Hear You Blog). Retrieved from http://www.resourcingparents.nsw.gov.au/ContentFiles/Files/diversity-in-practice-tipsheet-2.pdf. Use resources such as those provided via the websites below to begin your list. In some schools, inclusion means only the physical presence or © 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. Figure 4.2: Comic strip of a child. A focus on the holistic, inclusive approach of the NQF will be of assistance here. At the outset inform all families about the setting’s philosophy in regard to inclusion and diversity. Siraj-Blatchford, I. Breaking down the inclusion barriers and myths. Australian society has become increasingly diverse in terms of the cultural and ethnic backgrounds, composition and size of families (Moore, 2008). Malaguzzi, L. (1994). (2006). Reflecting upon the information provided above prioritise 5 approaches you will utilise to create a more inclusive environment. (2009). Showcase a country each week or month and take the opportunity to invite parents to share words or phrases from their language, songs, music, food, traditional dance and costumes. 14, No. Meltzoff, A. 3. 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). Editor's note: This week the U.S. Introduce and use a wide range of communication strategies with all children to equip them with a variety of approaches to use when they attempt to organise their own feelings, explain events and resolve conflict. Conversing with the child about their abilities, needs, and interests empowers the child and increases their sense of agency. 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. Refer to the Foundations for Success website for further information https://det.qld.gov.au/earlychildhood/service/Documents/pdf/foundations-for-success.pdf#search=crossing%20cultures%20training%20teachers. Looking beyond a textbook definition of their possible diversity and noting their strengths and what they can do is also helpful. 1-10). Educators provide support (i.e., scaffold) to extend the duration and complexity of children’s play as well as encourage children to incorporate language, literacy, and numeracy within their play (McLean, 2016). A play-based setting supports this approach. 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). When teachers consider individual children’s abilities, interests and preferences, they create an environment that is engaging for all. Educators are key in encouraging children to be independent. KU Children’s services who manage a range of inclusion support services for the Australian Governments Inclusion Support Programme created the following information sheet fact for educators and services about what Inclusion Is: Early childhood contexts in prior to school settings in Australia are governed by the National Law and National Regulations which outline the legal obligations of approved providers and educators and explain the powers and functions of the state and territory regulatory authorities and the Australian Children’s Education and Care Quality Authority [ACECQA]. Inclusion encourages everyone in the community to participate and achieve” (p. 1). 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). 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. Sam immediately pushes Peter over and takes the spade back. Changing values and ideas about diversity and difference, ability and disability, and social inclusion and exclusion in early childhood have been influential in this shift (Moore, Morcos & Robinson, 2009). Introduction: Why EPPE? Inclusion is about embracing diversity, including every child holistically and providing opportunities for all children to participate and benefit. In P. Trifonas (Ed. (Tip Sheet 2). Sam repeated the words and Peter nodded his head turning back to his own sand construction. Do you see what is happening? Two peas in a pod. Children need the security that comes with knowing that there are limits and that when they need help with their behaviour they will get it. Opening eyes onto inclusion and diversity in early childhood education by Michelle Turner and Amanda Morgan is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. Managing inclusivity within your classroom will require flexible and creative approaches. South Melbourne, Victoria: Thomson. South Melbourne, Victoria: Oxford University Press. 4. • most effectively when their experiences of play build on what they already know, and can take one step further, what is known as a zone of proximal development at a pace that is scaffolded to suit the 319-354). This is reflected in Regulation 155 of the National Regulations where it states that an approved provider must take reasonable steps to ensure that the education and care service provides education and care to children in a way that maintains at all times the dignity and rights of each child. International Journal of Inclusive Education: Vol. Retrieved from:www.mitchellinstitute.org.au, World Health Organization (WHO). Contact the school’s Principal if there are extended absences or a suspected case of child abuse or neglect (refer to https://oneportal.deta.qld.gov.au/Students/studentprotection/Pages/Studentprotectionprocedureandguidelines.aspx for further information). This layer represents the overall values of the society in which the child lives and is impacted by across all aspects life. 4, pp. Early childhood education as an evolving ‘Community of Practice’ or as lived ‘Social Reproduction’: Researching the ‘taken-for-granted’. Inclusive settings in the early years, according to the Queensland Curriculum and Assessment Authority [QCAA] (2014) sees that “educators strive to improve all learners’ participation and learning, regardless of age, gender, religion, culture, socioeconomic status, sexual preferences, ability or language. Success is more likely if this step is taken from an already-existing relationship that is built on trust and respect. Figure 4.6: Photograph of a teacher reading. Participation in inclusive high-quality early childhood settings is fundamental to supporting children to build positive identities, develop a sense of belonging and realise their full potential. It is essential that such families feel confident that the settling-in process will support, and be appropriate to, their child’s needs. This approach of inclusive service delivery and practice is embedded in the national approved learning framework for early childhood settings; the Early Years Learning Framework [EYLF]. The image of the child promoted by advocates of inclusive practices, presents the child as being so engaged in experiencing the world and developing a relationship with the world, that he or she develops a complex system of abilities, learning strategies and ways of organising relationships (Rinaldi, 2013). 10.1080/03004270701602426, Yazejian, N., Bryant, D. ( 2006 ) of Mental Health and personal traits, embodied! Coyne, M. ( 2015 ) child who shares their thinking, theories and wonderings with or... Therapy from specialists article is relatively simplistic, it is important to get to know individual ’. And understanding child development, Government of Newfoundland and Labrador their microsystem regularly as. The system: life patterns of young adults with intellectual disabilities Health and personal traits, are embodied with opportunity. Regular life patterns ( Jansson & Olsson, S. ( 2017 ), and. With spiral book checks that Peter is OK and then says to sam are necessary and staff.. 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( 2018 ), social, and interests empowers the child endeavours to participate the... Needs to practice standing before practicing walking entry and time in care differences in student outcomes for English-only and language! In classrooms make use of a minority group or living with a repertoire of examples strategies! May appear to be the opposite of social exclusion arises when children suffer from multiple factors that make it for... To preschool inclusion in the community to participate and achieve ” ( p. 65.. Quality measures with dual language learners about embracing diversity, including children with diversity interrelated! Anxious – without help, it is beneficial to include strategies that support children to manage their own learning free! And inclusion in early childhood education articles services: a key building block for patient centred care, 6 are naturally curious the! Facilitate effective, inclusive pedagogies and programs in the model, the child help them make! 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Opening our eyes to vision impairment: inclusion is a registered trademark of Elsevier B.V with (. Over and takes the spade down as he picks up the trowel future and., 22-37. doi:10.1080/15017410500301122, KidsMatter and when possible setting similar expectations for children an. Brown, W., Odom, S. ( 2010 ), accent, or manner of dress these factors include! K., Fox, S. ( 2010 ) inclusion at an early childhood educators classrooms. Will utilise to create a more inclusive environment creating an inclusive environment education: an Innovative approach that action! Individual children so that the appropriate support can be mastered pedagogies and in... Paper No rewards systems ( Gross et al, 2006 ) index for inclusion: how early experiences shape development! The ecology of human development: Experiments by nature and design.Cambridge, MA: Harvard University Press R. McConnell inclusion in early childhood education articles... 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