SKILLS FRAMEWORK FOR EARLY CHILDHOOD
TECHNICAL SKILLS AND COMPETENCIES (TSC) REFERENCE DOCUMENT
TSC Category Child Learning and Development
TSC Diversity and Inclusion
TSC Description Implement diversity and inclusive practices and strategies to raise awareness and ensure meaningful participation for all children
TSC Proficiency Level 1
ECC-PPR-1017-1.1
Comply with the principles of
diversity and inclusion in daily
interactions and conduct of
activities with children, under
guidance
Knowledge  Centre’s practices and
principles for diversity and
inclusion
 Social, cultural and
linguistic diversity of
children
 Strategies to promote
positive interactions
among children of
different social, cultural
and linguistic diversity
 Children’s developmental
milestones
 Characteristics of
developmental and
learning needs
Abilities  Demonstrate awareness
of children’s diversified
background and needs
 Recognise Centre’s
diversity and inclusion
guidelines
©SkillsFuture Singapore
Effective Date: June 2021, Version 1.0
Level 2
ECC-PPR-2017-1.1
Apply principles of diversity
and inclusion in interactions
and implementation of
activities for children
 Definition of diversity and
inclusion in the context of
early childhood
 Centre’s practices and
principles for diversity and
inclusion to cater to
diverse needs of children
 Characteristics of
developmental and
learning needs
 Methods of interactions
with children of different
development conditions,
social, cultural and
linguistic diversity
 Apply Centre’s diversity
and inclusion guidelines
 Identify each child’s
individual strengths and
needs in day-to-day
interaction
Level 3 Level 4
ECC-PPR-3017-1.1 ECC-PPR-4017-1.1
Mentor educators to apply Promote the importance
principles of diversity and and integration of diversity
inclusion in the and inclusion in the
interactions and activities interactions, design and
for children conduct of programmes
and activities for children
within the Centre through
guiding and evaluating
developmentally
appropriate child
supervision strategies and
guidance techniques to
cater to children’s diverse
needs
 Impact of children’s  Centre’s curriculum
developmental frameworks and
conditions, social, learning programmes
cultural and linguistic  Range of teaching
diversity on their methods
learning abilities and  Organisational
wellbeing practices in diversity,
 Range of childhood philosophical
diversity and inclusion underpinnings and
issues applications in
 Differentiated professional practice
instruction and  Methods to promote
assessment methods diversity and inclusion
 Policies and  Implications of stigma,
procedures to deal discrimination and
with discriminatory exclusion
behaviours
 Interpret children’s  Review curricula
diversified design, teaching
backgrounds and methods, and
needs practices to ensure it
 Associate the possible reflects inclusion and
issues and impacts of diversity
children’s diversified
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Level 5 Level 6
ECC-PPR-5017-1.1 ECC-PPR-6017-1.1
Engender a culture of Review structures, processes
diversity and inclusion in and approaches and provide
the Centre through relevant teacher training to
curriculum leadership, enable diversity and inclusion
staff training and in children’s learning,
partnerships with interaction and activities
stakeholders
 Centre-wide inclusion  Trends and leading
strategies and practices in promoting
methods diversity and inclusion at a
 Centre processes that national level
contribute to an  National or international
inclusive education frameworks to promote
 Supports to ensure inclusion in early childhood
children’s diversified education
backgrounds and  National policies and
needs are valued evaluation systems that
 Home and community support inclusion in early
involvement in childhood education
promoting diversity
and inclusion for
children
 Develop strategic  Advocate and promote
plans for diversity and diversity and inclusion in
inclusion for the early childhood across
organisation Centres
 Develop guiding  Develop structures and
principles for curricula processes for Centres to
and learning incorporate inclusion into

 Recognise each child’s
individual strengths and
needs in day-to-day
interactions
©SkillsFuture Singapore
Effective Date: June 2021, Version 1.0
SKILLS FRAMEWORK FOR EARLY CHILDHOOD
TECHNICAL SKILLS AND COMPETENCIES (TSC) REFERENCE DOCUMENT
 Identify children’s different
background and needs
and adjust activities to take
into account differences
 Communicate with families
to understand diverse
backgrounds and needs of
children
backgrounds and  Guide staff to embrace programmes that meet daily interaction and
needs on their learning a variety of teaching the diversified activities with children
abilities methods to cater to backgrounds and  Review structures and
 Integrate knowledge of the diversified needs of children processes for Centres to
children’s diversified background and needs  Plan and construct incorporate inclusion into
backgrounds and of children learning environments daily interaction and
needs to adjust  Address any to ensure that the activities with children
activities and lesson discrepancies in diversified  Develop training, coaching
plans diversity and inclusion backgrounds and and mentoring frameworks
 Make individualised by making changes to needs of the children on inclusive practices for
modifications or learning programmes are met educators across the
adjustments so and teaching methods  Plan ongoing training, Centres
children can  Monitor children’s coaching and  Propose improvements to
participate development to mentoring approaches diversity and inclusion
meaningfully with identify any individual for the staff to instil a policies and best practices
peers. needs culture of diversity and in early childhood
 Mentor the other  Build collaborative inclusion  Drive organisational
educators on applying relationships with  Develop plans to initiatives to influence
inclusion strategies families and the engage family and attitudes towards diversity
and creating inclusive community to community on a and inclusion in early
activities for the understand the systematic basis to childhood
children diversified foster inclusive
 Guide staff to embrace backgrounds and mindsets and attitudes
a variety of teaching needs of children
methods to cater to
the diversified
background and needs
of children
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