Inclusion policy

the right of children

Inclusion refers to the term all children are treated

equally and have the right to fully participate in
early childhood education and care program’s
activities regardless of gender, race, family
background and so on.

actively listen to children’s thoughts

Being heard makes the children feel happy, valued, and
supported, easily integrating to the society.

Respecting the diversity among children

Discriminating against childen based on their age, gender, race,
colour, health status, or family background, etc, is banned due
to its harmful to children’s well-being development

Organizing excursion activities

Going on excursion allows children, regardless of abilities, etc,
to discover the world and learn new things, thus improving their
well-being

Reflection on the policy

The Inclusion Policy states that every child is equally entitled to be supported and participate in the early childhood education and care
setting regardless of whether the children are disabled or have different genders, races, colours, etc. One of the core principles of this
policy is the right of children to be heard. According to O’Donnell (2009), children are free to share their thoughts and those should be
taken into consideration. The right also involves the children in the decision-making process of matters significantly affecting them.
Actively listening to children's thoughts not only aids in promptly providing the children with support but also makes them feel valued as
being a part of a society that has a voice. Besides, children have the right to be protected and treated equally without discrimination or
bias. Oakleigh Grammar (2023) defined each child as a unique individual that is necessary to nurture in a free-discrimination environment
for the best well-being development. Last but not least, in addition to learning from school, the children have the right to participate in
excursion activities to broaden their knowledge of the world. Children learn more about their local environment and get to practice life
skills while participating in curricular activities (Guardian, 2020).

Implications for practice

This policy document has emphasized the importance of providing an inclusive teaching environment for children, which significantly
requires responsive teaching practices. First of all, educators must apply culturally responsive teaching due to the differences among
children who are increasingly diverse. Culturally responsive teaching, according to Gay (2010), is a methodology that emphasizes the value
of incorporating students' cultural allusions into all facets of learning. Samuels (2018) asserted that educators need to be trained and
equipped with skills to develop and enable environments that embrace cultural responsiveness in order to promote equitable excellence,
provide a voice to those who are typically silenced, and guarantee that no kid is rendered invisible. This strategy motivates me to include
other cultural viewpoints into my instruction, producing a more equal and inclusive learning environment. Therefore, I always strive to
treat the children equally regardless of their background. Moreover, I encourage them to get along with each other, so the barriers because
of differences in culture can be eliminated, making no one feeling isolated. This document is a valuable resources that I can utilize in the
future to enhance my teaching style that support inclusion, equity, and diversity among children.
 REFERENCES
Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College
Press.

Guardian. (2020). Retrieved from https://www.guardian.edu.au/blog/child-development/excursions-

are-key-for-child-development/

Oakleigh Grammar. (2023). Retrieved from https://www.oakleighgrammar.vic.edu.au/wp-

content/uploads/2022/08/Child-Safety-and-Wellbeing-Policy_July-2022.pdf

O’Donnell, D. (2009). The right of children to be heard: Children’s rights to have their views taken into
account and to participate in legal and administrative proceedings. Retrieved from
https://www.unicef-irc.org/publications/553-the-right-of-children-to-be-heard-childrens-rights-to-
have-their-views-taken-into.html

Samuels, A. (2018). Retrieved from https://files.eric.ed.gov/fulltext/EJ1166706.pdf