Inclusion is about diversity. Diversity recognises that people have different ways of thinking, knowing and  
  living; different cultural backgrounds, family structures, religions and abilities. Each child and family is unique
  and each bring with them their own values, beliefs and perceptions when they enrol in an Early Childhood
  Education and Care (ECEC) service. This can influence their understanding of the early program and  
  expectations of educators.

  Educators support diversity through building relationships with each child and family and actively growing in
  understanding about what is important to them and what their expectations are in regards to their child’s
  learning and experiences in the ECEC setting.

  Learning about and respecting different childrearing practices is key to building genuine relationships. As outlined in Quality Area 6 of the Early Years Learning Framework, these relationships are fundamental to achieving quality outcomes for children and require active communication, consultation and collaboration. 

Through the development of a Strategic Inclusion Plan, ECEC services can be supported by an Inclusion Professional to identify some of the issues which present challenges, and to develop strategies to address these. This may include reflecting on your service philosophy and policies, identifying resources and services in the local community, and other specific supports for educators.

Supporting the inclusionof children with a disability

Children with a disability sometimes face barriers to being fully included in ECEC services. Inclusive services ensure children with a disability are viewed as valuable and capable contributors, barriers to inclusion are overcome so all children can participate meaningfully in the program
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The Aboriginal & Torres Strait Islander Inclusion Hub

The Indigenous Cultural Hub provides a range of resources to support educators and assist ECCC services in offering culturally inclusive environments, programs and practices.
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Inclusion of children from CALD backgrounds

“Educators who are culturally competent respect multiple cultural ways of knowing, seeing and living, celebrate the benefits of diversity and have an ability to understand and honour differences” (Early years Learning Framework, p.16)

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