Guide to the National Quality Framework. Sam immediately pushes Peter over and takes the spade back. New directions in play: Consensus or collision? (2000). What appears to be a major in hurdle in the path to finding the proper method for inclusion is the fact that very few major policy making groups have addressed the issue in decades. - good practice in early childhood settings - different perspectives of inclusion. Choosing the best strategies for young children’s learning. When undertaking inclusive curriculum decision making, educators intentionally extend each child’s learning by designing experiences that build on the child’s “strengths, interests and abilities in both planned and spontaneous learning experiences” (Owens. Social inclusion: Origins, concepts and key themes.Canberra, ACT: Social Inclusion Unit, Department of Prime Minister and Cabinet. They create valuable learning opportunities for themselves through their interactions with their world and the people in it (Siraj-Blatchford & Sylva, 2004). 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). Epstein, A. Siperstein, G., Parker, R., Bardon, J., & Widaman, K. (2007). Retrieved from https://qed.qld.gov.au/earlychildhood/about-us/transition-to-school/information-schools-ec-services/action-area-research/respect-for-diversity, Queensland Studies Authority. Brown, S. L. Odom, & S. R. McConnell (Eds. Inclusive preschool programs: Classroom ecology and child outcomes. In creating an inclusive physical environment, a shared culture of inclusion can be modelled and supported. Retrieved from https://www.who.int/classifications/icf/en/, Wood, E. (2007). Inclusion in Early Childhood Programs—Watch the Webinar Series Kickoff The U.S. Figure 4:3: Photograph of child with guinea pig (2018), Australia,  USQ Photo Stock. 17, No. Dahlberg, G., Moss, P., & Pence, A. 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). Washington, D.C: NAEYC. These surrounding layers move out from the centre to reflect the varying contexts associated with the child at any given time in their life’s journey. 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. 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. (pp. Strong partnerships between these sites also help vulnerable children feel more secure (Hunter Institute of Mental Health, 2014). High quality education and care is characterised by thoughtfully designed environments that support intentional, structured interactions to scaffold children’s growth and learning. 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. Inclusion encourages everyone in the community to participate and achieve” (p. 1). • through exploration and experimentation where they are free to move and pursue self-paced activities at their individual developmental level. Inclusion: Culture, policy and practice: A Queensland perspective. Building blocks for teaching preschoolers with special needs. Figure 4.2: Comic strip of a child. Full–day kindergarten play-based learning: Promoting a common understanding.Department of Education and Early Childhood Development, Government of Newfoundland and Labrador. 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. Educators are key in encouraging children to be independent. 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. A wraparound approach to support is preferred (Cortis et al., 2009). Effective early childhood educators understand that creating an inclusive learning environment that is responsive to a diverse range of characteristics and needs, can be a challenging and overwhelming endeavour with sometimes limited or underwhelming results (Petriwskyj, Thorpe & Tayler, 2014). 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. Baltimore, MD: Paul H. Brookes. Early intervention relates to children who require additional support and involves the support of early childhood intervention specialists. Diversity is a characteristic of early childhood education in contemporary Australia. Owens, A. Copyright © 2021 Elsevier B.V. or its licensors or contributors. All childr… Siraj-Blatchford, I. Parkville, Victoria: Murdoch Children’s Research Institute and The Royal Children’s Hospital Centre for Community Child Health. Children notice when adults are working and collaborating together and modelling positive behaviours. Gillies, R., & Carrington, S. (2004). Brisbane, QLD: Author. (2017). Educators can use these opportunities to send a fair and accurate message about each diversity, so that children learn that these differences make a person unique. Positioning ourselves in multicultural education: Opening our eyes to culture, 7. • support each child’s learning via intended play activity; Considering issues of fairness and equity at the level of the individual child and the group and providing appropriate adaptations that allow diverse children to participate in the classroom curriculum is an effective strategy as well (Diamond & Hong 2010). Australia, USQ Photo Stock. Empower children by acknowledging their understandings and supporting them as they develop new knowledge. access and explore indoor and outdoor areas as independently as possible; make choices about the resources they access and the experiences they participate in; interact meaningfully with other children and adults; care for themselves as independently as possible; experience challenge and take managed risks; engage with images, books and resources that reflect people with disabilities as active participants in and contributors to communities in a variety of ways (Owens, 2012, p. 2). Retrieved from https://theconversation.com/more-children-are-starting-school-depressed-and-anxious-without-help-it-will-only-get-worse-87086. here, here and here) and social media (e.g. (n.d.). These components are seen to influence the child physically, socially, emotionally and cognitively. Young children’s decisions to include peers with physical disabilities in play. 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. Inclusion is about embracing diversity, including every child holistically and providing opportunities for all children to participate and benefit. Let children know when they do things that you want to see more of. A final important point the Bronfenbrenner model makes, is that the child is not viewed as a static participant. Outside the system: Life patterns of young adults with intellectual disabilities. Manage behaviour effectively. Physically inclusive spaces maximise each child’s opportunity to: When adapting the physical environment to include a child with a disability, it is important to consider what needs to be altered or added to enable the child to manage daily routines and experiences as independently as possible. If family members differ in their view of the child, be open to their perspective, ask questions, gather information, and invite them to be your partner in meeting the needs of their child. Does higher quality early child care promote low-income children’s math and reading achievement in middle childhood? The cultural and educational approach of the setting, which is generally based on the values and perspectives of the majority population, may be new to families. Educators who enact thoughtful and informed curriculum decisions and work in partnership with families and other professionals provide children with the greatest opportunity for success. Around the world, children are excluded from schools where they belong because of disability, race, language, religion, gender, and poverty. Ashman and Elkins (2005) note “inclusion enables access, engagement and success for all learners” (p. 65). Successful engagement between educators, families, professionals, agencies and community members enable the sharing of information that ultimately support children’s learning and development. Educators play an important role in working with parents to support their children. But every child has the right to be supported by their parents and community to grow, learn, and develop in the early years, and, upon reaching school age, to go to school and be welcomed and included by teachers and peers alike. Canberra, ACT: Australian Government Department of Education. Where barriers exist, opportunities for children’s learning and development can be greatly reduced. •  when given plenty of opportunities for sensory involvement. Sandall, S., & Schwartz, I. Research has found that children are most receptive to actions of inclusion at an early age. Upper Saddle River, NJ: Pearson. In the Early Years Learning Framework, the term ‘intentional teaching’ is used to describe teaching that is purposeful, thoughtful and deliberate (Department of Education, Employment and Workplace Relations. Preschool inclusion in the United States: A review of research from an ecological systems perspective. Hertzman, C. (2002). inclusive early childhood education for children with disabilities. 6. (2013). This chapter turns to research to share how preschoolers both with and without disabilities ben-efit from participating in high-quality inclusive environments. Figure: 4.7: Photograph of child bouncing. 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). Bully Proofing Your Early Childhood Program, in partnership with Region 9 Head Start Association. Diversity is defined by the Queensland Government Department of Education (2018) as encompassing individual differences such as culture, language, location, economics, learning, abilities and gender. Educators in classrooms make use of a large variety of ideas and strategies to enable learner’s independence. 4. Children need adults to set reasonable boundaries and help them to organise their feelings and responses. Journal of Early Intervention, 32, 163–177. 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… 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. The educator’s image of a child and the environment they create are strongly connected. 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). 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. Opening eyes onto inclusion and diversity in early childhood education, 5. 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. by Education.com. This backgrounder considers pre-school children with (Tip Sheet 2). The inclusion in the early childhood setting following the above attributes has developed a great debate regarding inclusion of racialization and nomadic gratuitous practices in the field of education. Considering the child in their social, ecological surrounds can therefore assist educators in developing clearer understandings of children and their individual, unique diverse contexts. Towards an integrative approach to equity in education. Bristol: Centre for Studies in Inclusive Education. 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. A child may ask questions about observable characteristics like skin colour, accent, or manner of dress. While in an early childhood program, children with special needs may receive additional therapy from specialists. Previous studies examining teacher attitudes have focused on primary and secondary schools in the Western world, and little is known about early childhood settings in Eastern countries. Editor's note: This week the U.S. Every family can face challenges when settling into a new ECEC setting, as each child must adjust from their home culture to the culture of the service. 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. Research article Full text access Inclusion of young children with special needs in early childhood education: The research base 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. It is beneficial to include strategies that support children’s independence as they access the class resources to undertake their learning. 2, pp. Figure 4.3: Photograph of child with guinea pig. 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. Frenchs Forest, NSW: Pearson. 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. Exceptional Children, 73(4), 435–455. However, for young children in early childhood settings, inclusion is a fragmented and complex experience. The National Education Association (NEA) the largest and most powerful teachers' union displays its official stance on the topic which the group approved in 1994. High expectations of all children can be delivered through flexible program approaches and curriculum decision making, focused on inclusive practice. 2012, p. 2). Moore, T., Morcos, A., & Robinson, R. (2009). Dispelling myths associated with implementing inclusive practices through sound reflective practice, educator commitment and teamwork have been identified as starting points for successful inclusion. © University of Southern Queensland is licensed under a, Figure 4.7: Photograph of a child bouncing. Play based learning experiences are at the heart of early education (Booth, Ainscow & Kingston, 2006). At the outset inform all families about the setting’s philosophy in regard to inclusion and diversity. 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. First steps to preschool inclusion: How to jumpstart your program wide plan.Baltimore, MD: Brookes Publishing. The State of Queensland (Department of Education and Training) (2017). Australia, USQ Photo Stock. Opening eyes to vision impairment: Inclusion is just another way of seeing, 9. ECA is committed to the inclusion of every child in early childhood education and care. The role of the educator is integral to supporting children’s learning and development. As indicated above when discussing relevant policy and legal requirements, inclusion is a basic human right. Adelaide, SA: Government of South Australia. For example, parents of a child with vision impairment may make decisions about support mechanisms that the child has access to and bring these with them to the early childhood centre. The Early Years Health and Development website developed by the Queensland Government Department of Education provides to a number of links for supporting inclusive practice in early childhood settings along with links to information around health and development issues. Colville, M. (2018). Disability is an overall term defined by the International Classification of Functioning, Disability and Health (World Health Organisation [WHO], 2002) and incorporates three components: 1. Chap 11 pg 319-354. 4, pp. A discussion of this nature should take place in a private location, with adequate time allowed, and, if applicable, both parents in attendance. (2008). 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.). Education 3-13, 35(4), pp.309-320. Meltzoff, A. The intentional teacher. Effective teaching strategies that accommodate diverse learners. South Melbourne, Victoria: Thomson. In R. Grace, K. Hodge &C. McMahon (Eds. Communicating concerns about a child to the parents is often a difficult step. Modelling empathy provides children with a repertoire of examples and strategies to use themselves. Over, H. (2016). For example, moving a painting activity from an easel to a tabletop for all children may offer support for those who find it difficult to stand and paint for long periods (Sandall & Schwartz, 2008). 39 2012 – Observing children. In the past decade, preschool classrooms have become more inclusive, including children with a wide range of abilities. 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. Odom, S., & Bailey, D. (2001). (Mitchell Institute Policy Paper No. Early Childhood: A framework for improving children’s mental health and wellbeing.Retrieved from https://www.kidsmatter.edu.au/early-childhood/kidsmatter-early-childhood-practice/framework-improving-childrens-mental-health-and, Kupetz, B. Early childhood education is no exception. Inclusion is significant as: it incorporates current thinking around child development; implements the current mandated legal standards for early childhood education and care [ECEC]; supports children’s rights; and reflects quality professional practice (ECA, 2016). Establish and maintain routines, timetables and rewards systems (Gross et al, 2006; Karr-Morse & Wiley, 1997). Do you see the child’s competencies and complexities? Inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs. Bronfenbrenner, U. individual. (2006). 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. 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). Australian Children’s Education and Care Quality Authority (ACECQA) 2017) have suggested the following strategies for applying intentional teaching practices within inclusive environments. Families NSW (2011) recommend simple examples to embrace diversity within an early childhood setting: However, it is not enough just to raise cultural awareness. These children have disabilities ranging from hyperactivity, attention deficit disorder, speech and language difficulties, blindness, deafness, mental retardation, and physical impairments. (2007). This history of inclusion has … However, when a teacher may think a child is ‘odd’, their learning progress is slow, or their behaviour is difficult to manage, then inclusive practices become difficult to seek, plan for and implement (Petriwskyj, 2010). Moore, T. & Fry, R. (2011). Early childhood educators are key in knowing and understanding child development. Social exclusion and child development. Children may share the same type of disability, but be completely different from each other in every other respect. Index for inclusion: Developing play, learning and participation in early years and childcare. 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. • 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. Children, according to Bronfenbrenner’s social ecological model, will be influenced by, and will influence, their environment and the people in them (Grace, Hayes & Wise, 2017). Ideas around inclusion in the early childhood field have evolved steadily over the past few decades, and are continuing to progress. & Wiley, 1997 ) 5 approaches you will utilise to create a more environment! Are not always obvious to children who require additional support and involves the support of early and! 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