Working Inclusively with Carers/Families and Communities

Contemporary Inclusive Approaches and Strategies Related to Working Inclusively with Carers/Families and Communities.

Early Years Learning Framework (EYLF) and the National Quality Framework (NQF) are two key initiatives in Australia that focus on early childhood education and care. EYLF is a national framework that provides guidance to early childhood educators on how to support the learning and development of children from birth to five years of age as per Department of Education and Training (2019), while NQF is a regulatory system that aims to improve the quality of early childhood education and care services in Australia according to Australian Children's Education and Care Quality Authority (2017). Together, EYLF and NQF support the provision of high-quality early childhood education and care services in Australia, with a focus on promoting the learning and development of children and building strong partnerships with families and communities.

Referring to EYLF and NQF, this essay will discuss the inclusive strategies and approaches when working with carers/ families, and communities. Contemporary practices will be noted and compared with some historical practices.

INCLUSIVE STRATEGIES AND APPROACHES

According to Department of Education and Training (2019) EYLF defines inclusive strategies and approaches as methods used to ensure that all children, regardless of their background or circumstances, have access to high-quality early childhood education and care.

These strategies involve actively seeking out and valuing diverse perspectives and experiences, creating environments that are welcoming and accommodating to all children and families, and adapting programs and practices to meet the specific needs of each child.

Inclusive strategies and approaches are important when working with carers/ families and communities because they promote diversity, build trust and rapport, improve understanding, and reduce stigma and discrimination.

This can be done via various strategies and approaches, namely (a) engaging in active listening and seeking out diverse perspectives, (b) providing materials and information in multiple languages, (c) adapting programs and practices to meet the specific needs of each individual, (d) celebrating diversity and cultural differences & creating a welcoming and accommodating environment for all, (f) building strong partnerships with families and communities through regular communication and collaboration, (g) providing opportunities for meaningful participation and engagement in decision-making processes, (h) recognizing and valuing the strengths and contributions of each individual, (i) addressing and challenging any forms of discrimination or bias, and (j) continuously reflecting on and evaluating the effectiveness of strategies and approaches to ensure they are inclusive and responsive to the needs of all.

According to Department of Education (2022) making accommodations for cultural needs, sensitivities, and protocols during meetings between educators and families/ caregivers is also another specific example of inclusiveness strategy.

CONTEMPORARY INCLUSIVE STRATEGIES AND APPROACHES

As per EYLF (Department of Education and Training, 2019), early childhood educators should strive to develop positive relationships with families and communities through two-way communication and building trust. This involves actively seeking out and valuing the input of families and communities in decision-making processes.

NQS (Australian Children's Education and Care Quality Authority, 2020) emphasizes the importance of collaborative partnerships with families and communities. This involves working together to ensure the best outcomes for children and incorporating the strengths and capabilities of children, families, and communities.

Community Child Care (2011) suggest that collaboration is essential in working inclusively with carers/families and communities. This can involve partnering with other professionals, such as health and social care providers, to ensure that children and families receive the support they need. Educators can also work collaboratively with families and communities to co-design programs and activities that reflect their needs and interests. Phillipson and Garvis (2019) have noted the various research synthesis on family engagement in early childhood education and found that building positive relationships with families is key to supporting children's learning and development.

Australian Education Research Organisation (2022) suggests that understanding the cultural and linguistic diversity of the families and communities that educators work with is also essential. Contemporary inclusive approaches in line with these frameworks include play-based learning, child-centred learning, collaborative partnerships, and cultural competence (Department of Education and Training (2019). In addition, creating inclusive environments and using multimodal learning are important strategies to support the diverse needs of children and families (Australian Children's Education and Care Quality Authority, 2020). These approaches and strategies align with EYLF and NQF and are essential for promoting equity and quality in early childhood education and care settings.

COMPARISON OF RECOMMENDED PRACTICES WITH HISTORICAL APPROACHES

Historically, early childhood education approaches have been diverse and varied, including the Reggio Emilia, Montessori, and Froebel approach. They have influenced contemporary early childhood education by emphasizing self-directed learning, play-based learning, inquiry-based learning, social and emotional development, strong relationships with caregivers and parents, and support for families.

Contemporary approaches to early childhood education share some similarities with historical approaches, but also differ in significant ways. For example, both Montessori and Reggio Emilia emphasise the importance of self-directed learning and the environment, which is also reflected in contemporary approaches such as play-based learning and inclusive environments (Department of Education and Training, 2019). However, they also emphasise the importance of cultural competence, collaboration with families and communities, and multimodal learning, which were not central to historical approaches (Australian Children's Education and Care Quality Authority, 2020). These approaches recognise the importance of diversity, equity, and inclusion in early childhood education, and aim to provide individualised, holistic learning experiences for all children and families.

Historical approaches to early childhood education have both strengths and weaknesses. For example, the Montessori approach emphasises self-directed learning and hands-on activities, which can promote independence and creativity in children (Montessori et al. 2017). However, it can also be criticised for being too structured and prescriptive, limiting children's autonomy and creativity (Dahlberg et al., 2013). Similarly, the Froebel approach emphasises play-based learning and educational materials, which can foster creativity and imagination in children (Wasmuth, 2020). However, it can also be criticised for being too focused on individual activities and not providing enough opportunities for social interaction and collaboration (Drake, 2014). Overall, historical approaches have contributed to the development of early childhood education, but also have limitations that need to be considered in contemporary approaches.

CONCLUSION

Inclusive strategies and approaches are crucial when working with carers/families and communities in early childhood education. By involving and valuing diverse perspectives and experiences, and creating inclusive learning environments, we can support the development and well-being of all children and families, and build stronger, more connected communities.

The historical and contemporary approaches to early childhood education and care highlight the importance of building on strengths, addressing limitations, and valuing diversity and inclusivity. Future practice should continue to prioritize child-centred, play-based learning, cultural competence, and collaboration with families and communities, while also adapting to evolving research, policies, and technologies.

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REFERENCES

Australian Children's Education and Care Quality Authority. (2017). Guide to the National Quality Standard. In acecqa.gov.au (pp. 1–352). https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality-Framework-Resources-Kit/NQF-Resource-03-Guide-to-NQS.pdf

Australian Children's Education and Care Quality Authority. (2020). National Quality Standards. ACECQA. https://www.acecqa.gov.au/nqf/national-quality-standard

Australian Education Research Organisation. (2022). Engaging with families from culturally and linguistically diverse backgrounds in ECEC – full publication. Www.edresearch.edu.au. Retrieved April 5, 2023, from https://www.edresearch.edu.au/resources/engaging-families-culturally-and-linguistically-diverse-backgrounds/engaging-families-culturally-and-linguistically-diverse-backgrounds-ecec-full-publication

Community Child Care. (2011). Collaborating with Children for Effective Programming. Inclusion and Professional Support Program. https://www.acecqa.gov.au/sites/default/files/2021-01/CollaboratingWithChildrenForEffectiveProgramming.PDF

Dahlberg, G., Moss, P., & Pence, A. R. (2013). Beyond Quality in Early Childhood Education and Care: Languages of Evaluation. Routledge, Taylor & Francis Group.

Department of Education. (2022, October 19). Working with families of children with additional needs. Education.vic.gov.au. https://www.education.vic.gov.au/school/teachers/learningneeds/Pages/workingwithfamilies.aspx

Department of Education and Training. (2019). Belonging, Being & Becoming: The Early Years Learning Framework for Australia. ACECQA. https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Drake, J. (2014). Planning For Children’s Play and Learning: Meeting Children’s Needs In The Later Stages Of The EYFS. Routledge, Taylor & Francis Group.

Montessori, M., J Mcv Hunt, Jaan Valsiner, & Bienen, H. (2017). The Montessori Method. Routledge.

Phillipson, S., & Garvis, S. (Eds.). (2019). Teachers’ and Families’ Perspectives in Early Childhood Education and Care (Vol. II). Routledge.

Wasmuth, H. (2020). Fröbel’s Pedagogy of Kindergarten and Play. Routledge.