Exceeding theme 1 Practice is embedded in service operations<\/strong> First, let\u2019s explore the word inclusive. The Oxford Dictionary says,<\/p>\n Research conducted by The Brotherhood of St Laurence and the Melbourne Institute in 2017 identified groups in Australia that experienced the highest rates of social exclusion: We also need to think about how our language promotes exclusion or inclusion. When we deliberately avoid language that could be seen as excluding a particular social group we are being inclusive, for example avoiding the use of masculine pronouns to cover both men and women. \u201cHi! Just a little thing- to be respectful to Indigenous culture it is more accepted to use ‘Uluru’ as ‘Ayers Rock’ is ‘white man\u2019s’ name for it. You do such fantastic stuff! Just thought I’d mention it as in your post for the room today you mention it a few times and also talk about respecting Indigenous culture so thought I’d mention it! Have a great arvo! Thanks for all you do!\u201d<\/p>\n Hi Anne- thank you so much for reminding us. We value input from our parents and always aim to be respectful of our Indigenous culture. We are truly sorry for our mistake. I will make sure that it is corrected. We would love to have more feedback from you at any time. Thankyou Julie.<\/p>\n What words do we use or hear that could be exclusive?<\/p>\n __________________________________________________<\/p>\n Exceeding theme 3 Practice is shaped by meaningful engagement with families and\/or the community<\/strong><\/p>\n \u201cThe service\u2019s use and organisation of space and resources: _____________________________________________________________[\/vc_column_text][vc_single_image image=”675″ img_size=”full”][vc_column_text]Exceeding theme 2 Practice is informed by critical reflection<\/strong> What do you see and hear if you look from a child\u2019s perspective (critical reflection) and how is it different if that child is autistic, has cerebral palsy, cystic fibrosis or down syndrome? How could your words and perceptions feel to them?<\/p>\n Next we\u2019re going to explore some common myths about these children and see how we could address the Element 3.2.1 to ensure we create inclusive 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your practice compared to these examples. __________________________________________________________<\/p>\n Where can you improve? (Please write this into your QIP\u2019s improvement section)<\/p>\n _________________________________________________________[\/vc_column_text][vc_raw_html]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[\/vc_raw_html][vc_raw_html]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[\/vc_raw_html][vc_column_text]\u201cThe service\u2019s approach to organising inclusive, play-based learning environments and to supporting environmental responsibility:<\/p>\n \u2981 reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection.\u201d \u2981 Educators may read a book to everyone at group time, but there may be children who do not feel comfortable sitting still for an extended period. They may, for example, have Autism or Sensory Processing Disorder. If there is no alternative to sitting and listening, for example acting out the story in the book, these children are not being included.<\/p>\n \u2981 There may be a couple of quiet and private places children can escape to for some time alone or in small groups. If there are not enough of these spaces, or they\u2019re not in both the indoor and outdoor environments, then there may be some children who are unable to participate because they haven\u2019t had the time or space to \u2018chill out\u2019 and maybe focus on regulating their behaviour.<\/p>\n \u2981 A service may have soft fall surfacing in most areas outside. This may not be a problem for many children, but for children with down syndrome, autism or sensory processing disorder, for example, who like to feel a lot of different textures, the absence of surfaces like bark, pebbles, rocks etc will mean they\u2019re less likely to participate.<\/p>\n \u2981 Children won\u2019t feel included or able to participate if they don\u2019t feel comfortable using the toilet and bathroom facilities. There may be privacy or hygiene issues, or the layout may mean that children with additional needs require extra help.<\/p>\n \u2981 A child who\u2019s seated at a different height to other children is less likely to feel included. They may be in a specialised chair for example, or a high chair. If it\u2019s not possible to seat children at the same height, educators should consider other options, for example, painting standing or using special standing equipment, or lying on the floor to draw.<\/p>\n \u2981 A child with additional needs may be reluctant to participate in physical activities and sports with other children unless their needs are accommodated in some way. For example, educators could make activities harder for able-bodied children eg replace running with skipping or enlarge the distance or area involved, or the team numbers can be altered.<\/p>\n \u2981 It\u2019s natural that educators give children with additional needs extra help, but if educators are always present the child may not have the chance to develop friendships with other children, or be accepted as a member of a group. This child will not feel included, and will be less willing to participate in group activities.<\/p>\n \u2981 If educators know each child well, they\u2019ll be aware of which children, for example, always sit at the front? They\u2019ll also be reflecting on the other children? Why are they sitting at the back? Is it because they don\u2019t feel included? If they changed position would they be more likely to participate?<\/p>\n Evaluate your practice compared to these examples. _____________________________________________________________<\/p>\n Where can you improve? (Please write this into your QIP\u2019s improvement section)<\/p>\n _____________________________________________________________[\/vc_column_text][vc_column_text el_class=”menu-ret-post”]<\/i> Return to Menu<\/a>[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]
\n\u201cObserved practice and discussions demonstrate a whole-of-service approach to the use of space and resources that is inclusive, purposeful, creative, and flexible, and enhances learning and development outcomes for all children.\u201d<\/p>\n\u2018Not excluding any section or any party involved in something.\u2019 <\/strong><\/h3>\n
\n\u2981 Women are more likely to be excluded than men
\n\u2981 Nearly 38% of people over 65 experience exclusion \u2013 more than any other age group
\n\u2981 Social exclusion is more common among immigrants from non\u2013English speaking countries than native-born Australians
\n\u2981 Nearly 44% of Indigenous Australians experience social exclusion
\n\u2981 More than half of Australians who have a disability or long-term health condition experience social exclusion
\n\u2981 Early school leavers are much more likely to experience exclusion than those with a diploma or degree
\n\u2981 More than 30% of single person and lone parent households experience social exclusion
\n\u2981 Public housing tenants experience social exclusion at more than twice the rate of people living elsewhere.<\/p>\n
\nSometimes we might use words that exclude people and groups. Here is an example of how an educator accidentally used a name that made a parent feel excluded. The good part of the story is that the relationships between the educators and parents are strong, which led to the parent messaging the centre.<\/p>\n
\n\u2981 reflects the unique geographical, cultural and community context of the service welcomes, respects and draws on the voices, priorities and strengths of the children and families at the service.\u201d
\n\u201cThe service collaborates with family and\/or community partners to:
\n\u2981 foster an inclusive, welcoming and flexible play-based learning environment.\u201d
\nHow do you make sure each child\u2019s and family\u2019s voice and culture is reflected in your environment?<\/p>\n
\nAll educators regularly reflect on opportunities to:
\n\u2981 support every child\u2019s participation and to further enhance children\u2019s learning and development through the creative and flexible use of space, equipment and resources.<\/p>\n
\nWhat are you doing well? (Please write this into your QIP\u2019s strengths)<\/p>\n
\nInclusion is about making sure each child feels included and able to participate. Read the following examples.<\/p>\n
\nWhat are you doing well? (Please write this into your QIP\u2019s strengths)<\/p>\n
\n\n","protected":false},"excerpt":{"rendered":"[vc_row el_class=\"bg-section1 quality-areas\"][vc_column][vc_row_inner el_class=\"inclusive-env\"][vc_column_inner][vc_column_text el_class=\"pink-back\"]Outdoor and indoor spaces are organised and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments.[\/vc_column_text][vc_single_image image=\"668\" img_size=\"full\"][vc_column_text]The Assessment and Rating process involves Assessors: \u2981 really looking at and referring to your QIP and asking many questions from it \u2981 …