Educators in classrooms make use of a large variety of ideas and strategies to enable learner’s independence. A practical strategy is to implement strategies, practice and programs that support every child to work with, learn from and help others through collaborative learning opportunities. Although this article is relatively simplistic, it gives an overview and introduction to the history and paths that early childhood education has taken. 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. Inclusive preschool programs: Classroom ecology and child outcomes. • in an environment where they experience psychologically safety, a place where risk taking and mistake making are acceptable and where encouragement is offered in a timely manner that supports a learning moment. In this definition it is the word intentional that is important since it assumes that an intentional educator is someone whose actions stem from deep thoughtfulness where the potential effects have been considered (Epstein, 2007). Appreciating diversity in early childhood settings. (2008). 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. In addition we know that teachers need supports to successfully include children with special needs in general education classrooms. Creating an inclusive school for refugees and students with English as a second language or dialect, 8. 4. 505-522. Hunter Institute of Mental Health. Brown, W., Odom, S., McConnell, S., & Rathel, J. 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. (2006). Australia, USQ Photo Stock. Early intervention and education for children with disabilities can have a positive impact on a child\’s cognitive and social development. 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). International Classification of Functioning, Disability and Health. As noted above the definition of inclusion in the EYLF refers to all children holistically. Reframed notions of the continuum of what is ‘normal’ have emerged in thinking around disability in recent years. The next adjacent layer, the exosystem, represents those systems or contexts that the child is not directly involved in but will still be impacted by. (1979). Figure 4.6: A photograph of a teacher reading, (2018). Appropriate choices provide children with an opportunity to implement their emerging skills and develop a strong sense of identity. Skillman, NJ: Pediatric Institute Publications. © University of Southern Queensland is licensed under a, Figure 4.7: Photograph of a child bouncing. Full–day kindergarten play-based learning: Promoting a common understanding.Department of Education and Early Childhood Development, Government of Newfoundland and Labrador. By continuing you agree to the use of cookies. 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. South Melbourne, Victoria: Thomson. Early childhood educators are key in knowing and understanding child development. The NQF also “recognises all children’s capacity and right to succeed regardless of diverse circumstances, cultural background and abilities” (ACECQA, 2017, p.10). Typically, developing children learn a great deal from their classmates in inclusive settings. It is beneficial to include strategies that support children’s independence as they access the class resources to undertake their learning. International Journal of Early Years Education, 22(4), 359-379. doi: 10.1080/09669760.2014.911078. 3- 25). ), Children, families and communities (5thed.) South Melbourne, Victoria: Oxford University Press. In the past decade, preschool classrooms have become more inclusive, including children with a wide range of abilities. South Melbourne, VIC: Oxford Press. . Also, Queensland state school teachers can access Crossing Cultures and Hidden History training – for more information, refer to http://indigenous.education.qld.gov.au/school/crossingcultures/Pages/default.aspx. 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. Early childhood professionals are key in knowing that children with special needs are more like all children than different. Intergenerational Programs in Early Childhood Education: An Innovative Approach that Highlights Inclusion and Engagement with Older Adults. (pp. 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. He puts the spade down as he picks up the trowel. High-quality early education: Age of entry and time in care differences in student outcomes for English-only and dual language learners. Effective teaching strategies that accommodate diverse learners. This may lead to the child being at risk of living in poverty and being socially isolated (Moore, Morcos & Robinson, 2009). Washington, D.C: NAEYC. ), Pedagogies of difference: rethinking education for social change(pp. The barriers can emerge from a range of issues including personal, attitudinal and organisational. When done respectfully, this communication can lead to a fruitful exchange of ideas and ultimately help for the child. Introduction: Why EPPE? Organisation for Economic Co-operation and Development (OECD). 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. Children are the “bearer and constructors of their own intelligences”, expressing their leanings in a variety of ways; a process Reggio educators refers to as ‘the hundred languages’ (Rinaldi, 2013). Establish and maintain routines, timetables and rewards systems (Gross et al, 2006; Karr-Morse & Wiley, 1997). Respect for diversity. Gillies, R., & Carrington, S. (2004). The United Nations Convention on the Rights of the Child sets out the principle that all children have the right to feel accepted and respected. 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. Beyond quality in early childhood education and care: Languages of evaluation (2nd ed.). Cultural competence is about thinking and actions that lead to: Read more about developing cultural competence through the We Hear You newsletter published by ACECQA. Children need adults to set reasonable boundaries and help them to organise their feelings and responses. Australian Children’s Education and Care Quality Authority (ACECQA). 17, No. Shahaeian, A., & Wang, C. (2018). Early Childhood Inclusion - A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) Research Synthesis Points on Quality Inclusive Practices They benefit from the opportunities play offers to make decisions, predictions and solve problems. Impairment, which refers to body functions (for example, sensory or cognitive functions) and body structures (for example, organ or limb functions). Petriwskyj’s (2010) research extends this notion of inclusive education to include many more considerations, such as the social, political, cultural, English as a second language, trauma-related and economic backgrounds of educational stakeholders. Being respectful and open to different cultural perspectives; Strengthening equality in opportunity (ACECQA Newsletter, 2014). 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. Coyne, M., Kame’enui, D., & Carnine, D. (2007). 206-219). Sydney, NSW: ACECQA. Frenchs Forest, NSW: Pearson. Strategies and ideas for developing diverse classrooms have been suggested in this chapter. The Positive Behaviour for Learning (PBL) behaviour management approach is currently being implemented in Queensland state schools (refer to http://behaviour.education.qld.gov.au/Pages/default.aspx) and is recommended for children with challenging behaviours (DET, 2015; Umbreit & Ferro, 2015). 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. The educator’s image of a child and the environment they create are strongly connected. 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. The U.S. Department of Education (2003) found that the percentage of students with disabilities ages 6-21 who were taught for 80 percent or more of the school day in general education classrooms ranged from a low of 18 percent in Hawaii to a high of 82 percent in Vermont. Preschool inclusion in the United States: A review of research from an ecological systems perspective. These components are seen to influence the child physically, socially, emotionally and cognitively. • most effectively if they are interested in what they are learning and free to choose to play in their own way. 2, pp. (2018b). Supporting children’s positive individual and group identity development in ECEC is fundamental to realising children’s rights. Whereas the inclusion of children with special needs in regular classrooms has gained increasing advocacy, teachers’ attitudes vary. Celebrate culturally diverse calendar events throughout the year. Does the physical environment meet the needs of the children and support children to engage naturally with things that interest them? Melbourne, Victoria: Mitchell Institute. Play-based pedagogy is well suited to supporting diversity and inclusive education, as it incorporates the interests, insights and backgrounds of all the children (Siraj-Blatchford & Sylva, 2004). Updated on Jul 28, 2008. Baltimore, MD: Paul H. Brookes. (Information sheet 2). The definition of inclusion in the approved learning frameworks for ECE is broader than simply providing for children with a disability. Children make sense of their world through their play and engage in the social world of their peers when they are playing. 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). In fact, an article by Odom (2000) showed that in the late 1990s, nearly 70 percent of private early education centers included children with disabilities. Inviting all children to become familiar with the visual resources and encouraging them to support those who are unsure is another useful strategy. Every child is unique. This chapter turns to research to share how preschoolers both with and without disabilities ben-efit from participating in high-quality inclusive environments. Figure 4.1: Bronfenbrenner’s social ecological model. If aides are employed they circulate around the classroom, or spend time assisting the teacher and making adaptations to materials, rather than being off in a corner with one particular child. By purposefully planning experiences and engaging in nurturing, non-directive interactions with children, staff can optimise children’s learning. 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). Success is more likely if this step is taken from an already-existing relationship that is built on trust and respect. 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). It is the right of every child to be provided with the opportunity to learn and develop to the best of their ability. Figure 4.5: A photograph of child and cattle, (2018). Activity limitations, which refers to the challenges of carrying out daily activities such as self-care, mobility and learning. The first step is to ask the family members how they see the child and then to share the positive qualities observed within the ECEC setting. Professional practice should also reflect other minority cultures represented in the school’s student population (Cortis et al., 2009; Gilligan & Akhtar, 2005; Hundeide & Armstrong, 2011; Libesman, 2004; Ryan, 2011). The early childhood educator regularly serves as the conduit between families in need and agencies structured to assist. 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. 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). Centre on the Developing Child. More children are starting school depressed and anxious – without help, it will only get worse. Communication with those providing specialist support helps to coordinate the activities of the child. Miller, M. & Petriwskyj, A. Curriculum objectives will be met in an integrated program, allowing for depth as well as breadth as children make meaning from the world around them. (2008). Early intervention relates to children who require additional support and involves the support of early childhood intervention specialists. (2018). 3. Curriculum decision making for inclusive practice. Forlin, C., Chambers, D., Loreman, T., Deppler, J., & Sharma, U. Social exclusion arises when children suffer from multiple factors that make it difficult for them to participate in society (Hertzman, 2002). Working with families is viewed as best practice for educators, parents and ‘at risk’ children (DiLauro, 2004; Karr-Morse & Wiley, 1997). (Eds.). Australia, USQ Photo Stock. 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). Parkville, Victoria: Murdoch Children’s Research Institute and The Royal Children’s Hospital Centre for Community Child Health. 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). by Education.com. Dahlberg, G., Moss, P., & Pence, A. The impacts of social and environmental factors have come to be seen as additional components associated with disability and have led to challenging what is interpreted as normal. Figure: 4.7: Photograph of child bouncing. ), Early childhood matters: Evidence from the effective pre-school and primary education project (pp.1-7). (2007). 6. Inclusion and early intervention for children with diversity are interrelated concepts but are viewed differently and have separate outcomes. Collect This Article. 141-164). A recent challenge teachers in early childhood face is the advent of inclusion. It is important to ask questions with sensitivity and understanding in talks with parents and to set a tone of welcome for the family that encourages communication and open discussion built on trust and respect. Developing collaborative partnerships that involve respectful communication about all aspects of a child’s learning and development helps both parties to adopt a holistic and consistent approach. 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). Asia-Pacific Journal of Education, 24(2), 117–28. A policy statement intended for all levels of schooling, including the early years, developed by the Queensland Government Department of Education (2018) states that: Inclusive education means that students can access and fully participate in learning, alongside their similar-aged peers, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs. Bully Proofing Your Early Childhood Program, in partnership with Region 9 Head Start Association. Owens, A. Evidence suggests that older children are less likely to be receptive of children with disabilities being included in academic settings (Siperstein, Parker, Bardon, & Widaman, 2007). Bronfenbrenner’s social ecology approach assists in the conceptualisation of the developing child in this changing diverse landscape because the model enables the recognition of “the broad range of contextual factors that can affect human development and education” (Odam et al., 2004, p. 18). To read further about these requirements click on the following link: Inclusive education. Dempsey, I., & Arthur-Kelly, M. (2008). Collect This Article. Graham, L. (2007). Let children know when they do things that you want to see more of. From neurons to neighborhoods: The science of early childhood development.Washington, DC: National Academy Press. Towards inclusion: provision for diversity in the transition to school.International Journal of Early Years Education, 22(4), 359-379. doi: 10.1080/09669760.2014.911078, Queensland Government Department of Education. Figure 4.6: Photograph of a teacher reading. Upper Saddle River, NJ: Pearson. Building blocks for teaching preschoolers with special needs. ), The role of early experience in infant development(pp. Journal of Research in Special Education Needs, 41, 17–49. Inclusion is about embracing diversity, including every child holistically and providing opportunities for all children to participate and benefit. ), Early childhood inclusion: Focus on change(pp. • combine child-initiated play with adult-directed activities; Adaptations to the indoor and outdoor environments that increase children’s access to activities might be effective in supporting peer interaction (Diamond & Hong 2010). Families NSW (2011) recommend simple examples to embrace diversity within an early childhood setting: However, it is not enough just to raise cultural awareness. 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. Editor's note: This week the U.S. Visit the resource below and make a note of the different ideas one teacher has used to create an inclusive prep classroom in a Queensland primary school. Australia, USQ. Child development in context. Guide to the National Quality Framework. Quality child-care contributes to the emotional, social, and intellectual development of children. The answers to these questions are not always obvious to children. Siraj-Blatchford, I. •  when given plenty of opportunities for sensory involvement. 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. A wraparound approach to support is preferred (Cortis et al., 2009). It may be necessary at times to “give” the children the appropriate words to use. Families do not always know where to go to for assistance to act on the information provided. Education headlines (e.g. The Aotearoa New Zealand early childhood curriculum, Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Te Whāriki) (Ministry of Education [MoE], 2017) defines inclusion as comprising gender and ethnicity, diversity of ability and learning needs, family structure and values, socioeconomic status and religion. Maximizing learning outcomes in diverse classrooms. Emotional attachment with other people was viewed by Bronfenbrenner as a significant element in this layer (Bronfenbrenner, 1979). Supporting young children and their families: Why we need to rethink services and policies. Do items need to be placed at a different height or level so that the child can reach them? 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). Starting strong 11: Early childhood education and care. While there are some exceptions many two year olds with special needs have, for example, they will also face the same challenges of being two that all children face. For children to learn to guide their own behaviour they need help to understand expectations and what is acceptable. This chapter is designed to reveal how early childhood educators could facilitate effective, inclusive pedagogies and programs in the mainstream classroom. Baltimore, MD: Paul H. Brookes. When responding to a child’s behaviour it is important to make sure you are doing so in ways that maintains their dignity and rights. Australia, USQ Photo Stock. Retrieved from: https://wehearyou.acecqa.gov.au/2018/04/30/breaking-down-inclusion-barriers-and-myths/. Complex and additional needs. (Background paper). Educators who embrace a play-based pedagogy are responsive to the individual strengths and needs of children, which lead to a naturally inclusive environment (McLean, 2016). Young children’s decisions to include peers with physical disabilities in play. Inclusive education, the education of children with disabilities alongside their non-disabled peers, has been advocated as the solution to inequities in schools (UNESCO, 1994). select article Correction of figure 1 from: Comprehensive evaluation of a full-day kindergarten: What do they do all day? A child who encounters a misalignment between the early childhood centre they attend and their family life may not be able to experience the best opportunities for learning. Departments of Education and Health and Human Services released a policy statement highlighting the importance of making sure that all young children with disabilities have access to inclusive high-quality early childhood programs. A final important point the Bronfenbrenner model makes, is that the child is not viewed as a static participant. International Journal of Inclusive Education, 14(2), 195-212. doi: 10.1080/13603110802504515, Petriwskyj, A., Thorpe, K., & Tayler, C. (2014). Australian Children’s Education and Care Quality Authority (ACECQA) 2017) have suggested the following strategies for applying intentional teaching practices within inclusive environments. 253–276). 3.5 based on 13 ratings . 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. It is important to get to know individual children so that the appropriate support can be offered to them. Families NSW. doi: 10.1080/00220270500038586. All Together Now: Inclusion in Early Childhood Classrooms. 39 2012 – Observing children, Kids Matter – Effective Communication between families and staff members, https://docs.education.gov.au/system/files/doc/other/connecting-with-families_0.pdf, https://www.communities.qld.gov.au/childsafety/partners/our-government-partners/evolve-interagency-services, https://det.qld.gov.au/earlychildhood/service/Documents/pdf/foundations-for-success.pdf#search=crossing%20cultures%20training%20teachers, http://indigenous.education.qld.gov.au/school/crossingcultures/Pages/default.aspx, http://behaviour.education.qld.gov.au/Pages/default.aspx, https://education.qld.gov.au/students/students-with-disability/specialist-staff, http://www.earlyyearscount.earlychildhood.qld.gov.au/age-spaces/families-first-teachers/, http://www.socialinclusion.gov.au/publications.htm, https://www.kidsmatter.edu.au/early-childhood/kidsmatter-early-childhood-practice/framework-improving-childrens-mental-health-and, http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=147, https://www.ed.gov.nl.ca/edu/pdf/FDK_Common_Understandings_%20Document_Eng_2016.pdf, http://www.rch.org.au/emplibrary/ccch/Need_for_change_working_paper.pdf, https://www.rch.org.au/uploadedFiles/Main/Content/ccch/UAECE_Project_09_-_Final_report.pdf, https://education.qld.gov.au/students/inclusive-education, https://qed.qld.gov.au/earlychildhood/about-us/transition-to-school/information-schools-ec-services/action-area-research/respect-for-diversity, https://www.who.int/classifications/icf/en/, 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. 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