Inclusion is a right for all - Assessment 2

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Victoria University *

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Communications

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Feb 20, 2024

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Inclusion is a right for all, not a privilege. Inclusion is an important factor in everyone’s lives and this importance needs to be and should be in every early childhood classroom. I strongly believe that children deserve the right to access a successful education, no matter their background or differences. To me, inclusion in early childhood education is about creating a safe, welcoming, and supportive environment that fosters both equality and equity. Inclusion is providing children with what they need to succeed and every child’s needs are different, which is why I believe in both equality and equity for inclusion. As an educator, I hope to always make a conscious effort to make every child and family I come across feel included, safe and they feel that their child’s needs are being heard and attended to. Red Ruby Scarlet (2016) believes that anti-bias approaches are not an add one to everyday practices, but are central to them, this is especially important to me as I hope to always be an educator who puts inclusive practices at the forefront of my classes and lesson to ensure that every child feels included. I believe that by developing strong and meaningful relationships with families and children and understanding their needs is moving in the direction of an inclusive anti-bias approach. I will always strive for inclusion in my work in the early childhood sector, although I do understand that there will be implications in doing this. Every child is different, which is why the approach to inclusion will differ from child to child. An implication that can arise from this is, families or other staff and educators seeing unfair treatment of children who have different needs. Although this implication can be easily addressed by open conversations with parents and staff members, for inclusion to work we need to all be on the same page about the inclusion strategies for individual children and for the centre as a whole. I believe that children have a role in the process of implementing inclusion strategies. MacNaughton, Smith, and Hughes (2007, pg. 459) state that young children tell adults about their lives and what makes them feel that their needs are valued, I believe that this shows that young children can express how they feel and can contribute to the policy making of inclusion strategies. To create a more inclusive and safe place for children, I believe we need to start with the children and their families. Creating connections and respected relationships can create a warm environment that includes all, can give children the best start to their education and schooling career. Colleagues 1. What are some inclusion strategies that you think would benefit our everyday practice? This question is important to ask other educators and centre staff as I believe that it is an important part of an inclusion practice is to review and access, by doing this we can view the areas we need to improve and change. As early childhood education is a fast and ever changing environment, it is crucial that all educators are on the same page about inclusion and for every educator to have the opportunity to speak out about the inclusion strategies. Lisa P. Kuh’s article on supporting anti-bias practices highlights throughout how valuable it is for educators to be involved in the process when moving towards anti- bias and inclusion. Including all educators in the inclusion strategies can help educators “develop innovative practices tailored to the populations they serve” (P. Kuh, 2016). This why I feel it is important to include each educator in the process of reviewing and reworking inclusion strategies, as each educator knows and understands their children and their classroom and knows the approach needed for their class. 2. How can we foster more diversity, inclusion, equality and equity into our classrooms? I am asking this question because I feel it is very important to have every educator on the same page about diversity, inclusion, equality and equity. I believe these four factors are crucial, so therefore it needs to be understood and communicated with every educator. This question is a great way to understand other educators and staff members view on these four factors, it can also create new ways of thinking and viewing these four factors, and can ultimately help in fostering new ways to include these factors into our classroom.

By asking educators this question, we are also able to get a fresh and new look at things, and consider things in different perspectives. This question can also get educators to critically reflect on their practice and reflect on their teachings of inclusion. Children 1. What is something at home that you and your family celebrate that you think is special and would like others to understand. I am asking the children this question as I am aware the each family and child are different and their home lives differ from child to child. Children might come from different ethnic background; religious groups or their families might just be different and celebrate things differently. I think it is important to celebrate the children’s differences, whether that is by creating an experience around their said celebration or by celebrating it in class with the other children. I believe this is also important to ask as it lets the children feel accepted and makes them feel as if they are being heard. This is also a good opportunity to get to know each child and understand what excites them and can help plan future experiences. 2. What makes you different from others? What makes you special and unique? I would be asking this question to show the children that it is okay to be different, and that no two people are the same. This question will let the children discuss with us what they truly believe makes them feel special and unique. The answers that we get from the children can let us know what they think their strengths are, what their interest are and what they see to make them feel special. This question will allow us as educators to let the children know that no matter the differences, they will always be included in our practices and their differences are what makes them, them. I also am asking the question as it can be a great opportunity to teach children about differences and inclusions, letting them know that everyone should be included despite their differences. Families 1. How can we support your child? What are some strategies or routines that you do at home that we can foster into our classroom to help your child at school? I am asking this question because I understand that each family has a different way of doing things with their children/child at home, I feel, as it is very important for children to have a routine and for this routine to be respected into the classroom. I believe that by asking families this question, it lets the families know that as educators we care about their routines and we are there to help them and their child. This question is especially important for families of a child with a disability or a child with language barriers, by including their routines and strategies into the child’s everyday school life it can help the families feel at ease, and feel like their child’s unique routines and strategies are being included into the centre. 2. How can we involve you and your family in your child’s education? I am asking this question, as I believe that it important to involve and include the families in their child’s education. I also feel that inclusion goes beyond the children and also includes their families, which is why I believe it is essential to have the families weigh in on their child’s education, and to be as present as they would like to be in their early years learning. Asking the families about how they would like to be involved can also help with the planning and organising of experiences and lessons, this involvement can also help support their child’s education and can support the experiences. This is also a great question to ask, as parents and families are always willing to help and support their child’s education. This is a great opportunity to get the families involved to ultimately help shape their child’s learning and overall experience in the classroom. 3. How can we make this classroom a more inviting and comfortable environment for you and your child?

I am asking this question as I feel that this is valuable information to have when creating an inclusive classroom, families and children want to feel like they belong at the centre, which is why I believe the classrooms need to be tailored to the children. Families hold a lot of information about their children; this is why it is a great opportunity to create these relationships to better the child and their needs. By setting up the classroom in a way that can make every child feel welcomed and included is a great start to become a more inclusive centre. If there are children from different cultural backgrounds, the room can have decorations, book, games, and posters that show and celebrate their culture. If a child needs a quiet place to sit, then we can set up small and warm quiet corners to allow this child to feel comfortable. The aim of this question is to make the child feel comfortable while they are in the classroom and for the families to feel like their child and their concerns is being seen and heard.

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Reference list Kuh Lisa P, author, LeeKeenan Debbie, GH & R, BM 2016, ‘Preschool through grade 2: 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. 58–58, viewed18 August 2021< https://search.ebscohost.com/login.aspx? direct=true&site=eds- live&db=edsjsr&AN=edsjsr.ycyoungchildren.71.1.58&authtype=shib&custid=s1145751 >. MacNaughton, G, Smith, K & Hughes, P 2007, ‘Young children’s rights and public policy: practices and possibilities for citizenship in the early years’, Children and Society, vol. 21, no. 6, Wiley Blackwell, pp. 458–469, viewed < https://search.ebscohost.com/login.aspx? direct=true&db=edselc&AN=edselc.2-52.0-34948878694&site=eds- live&authtype=shib&custid=s1145751 >. Scarlet, R., 2016. The Anti-Bias Approach in Early Childhood . 3rd ed. Australia: Multiverse Publishing, pp.24-25, viewed 17 August.

Inclusion is a right for all - Assessment 2

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