Anti-Bias Inclusion Policy

All children have the right to be treated equally. Diversity in all its forms should be embraced within Early Childhood Services to help develop positive and accepting attitudes in children, and to help them gain a better understanding of their care environment, community, country and the world.

PURPOSE

We aim to provide an inclusive environment for all children, families and educators, acknowledging the uniqueness of everyone regardless of their additional need and abilities, race, gender, sexuality religion, culture, physical and mental abilities and socio-economic background.  This policy ensures all children; families and staff are welcome, treated equitably and with respect.

SCOPE

This policy applies to children, families, staff, management and visitors of the Service.

IMPLEMENTATION

Our Anti-Bias and Inclusion policy underpins the philosophy of the Service. The role of educators is to encourage children to share and learn about the individuality of each child and their family and their role in the Service.  This policy aims to assist children to form positive social relationships and to learn to accept the diversity of members of the Service community.

‘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. This is evident in everyday practice when Educators demonstrate an ongoing commitment to developing their own cultural competence in a two-way process with families and communities.’ (EYLF Page 16)

In Relation to Cultural or National Origin and Racial Identity:

  • Children and Educators will have access to information and training about other cultures/racial identity, especially those relevant in the Service.
  • Educators will work with one another, families and children to continue to extend both their individual and communities’ cultural competence.
  • Educators will expose children to a wide variety of concrete materials from the daily life of families/cultures.
  • Where possible, the Service will employ Educators that reflect various cultural, national origin and racial identities.
  • Educators will affirm and foster children’s knowledge and pride in cultural identity.
  • Educators will foster children’s curiosity, enjoyment and empathetic awareness of cultural differences and similarities.
  • Educators will teach children to overcome any inappropriate responses triggered by cultural differences.
  • Educators will encourage children to ask about their own and other’s physical characteristics.
  • Educators will enable children to feel pride, but not superiority, about their racial identity.
    Educators will help children to become aware of our shared physical characteristics – what makes us all human.
  • Educators will encourage parent input into the program, sharing culture, racial identity i.e. the First language and to participate on a level that they feel comfortable.
  • Educators will collect information from each family on enrolment and incorporate it into the program to meet individual family needs re: ethnicity and home language.
  • Educators where possible will use both the Educators and children’s first language verbally and visually within the Service environment.
  • Educators will respect all cultures by presenting photographs, pictures, play equipment, books, posters, music, dramatic play and dolls that will encourage open discussion and exploration.
  • Where possible creative materials will include 2D and 3D materials of different skin tones.
  • Educators will present books that reflect different languages and children’s first language.
  • Educators will know and understand the needs, strengths and attitudes of each culture who attend the Service.
  • Educators will challenge inappropriate or stereotypical conversation with children

In Relation to Gender Equity

  • Educators will ensure that all children are given equal opportunities to engage in all experiences and interactions regardless of their gender.
  • Educators will monitor and reflect on their own interactions for bias and reflect regularly on the language used with children.
  • Educators will aim to use gender-inclusive language.
  • Educators will offer opportunities for both male and female family members to be equally involved in the program.
  • Educators will assist children to identify stereotypes and unfair treatment so that they can discuss ways in which to include the perspectives of others.
  • Educators will be positive role models.
  • Educators will provide resource materials that are not stereotypical.
  • Educators will provide a diversity of gender play e.g. Mechanic workshop, males and females in work and play clothes.
  • Educators will provide a balance of men and women involved in a variety of jobs in and out of the home e.g. Show men and women repair-people, doctors, beautician, police officer, salesperson, teacher etc.

In Relation to Diversity in Family Composition

  • Educators will create an environment that is welcoming to all families.
  • Educators will respect each family, and work in partnership to support the child’s emergent identity as an individual, member of their family, our Service and the community.
  • Educators will provide resources, books, puzzles that reflect diversity in the family structure including same-sex, single parent, extended, nuclear, step and adopted families.
  • Educators will engage in simple discussion about families that focus on fact rather than values e.g. “some children live with their Mum or Dad, some children live with their mum and dad, some with grandparents, and some with two mums or two dads.
  • Educators will be encouraged to seek awareness and reflect on his/her own feelings, beliefs and background and evaluating the effect these may have on their attitudes and interactions with families.
  • Educators will incorporate various family lifestyle choices during discussions ensuing that they reflect diversity in income. They will treat all families regardless of socioeconomic background with respect.
  • The Educators and children will discuss how members of the community can support one another through the provision of resources, donations of goods or time etc.

In Relation to Indigenous and Torres Strait Islander People;

  • Educators will deepen their own knowledge and understanding of Indigenous and Torres Strait Islander culture through attending professional development, reading current information and regularly reflecting together as a team to embed Indigenous and Torres Strait Islander perspectives and culture into the program in a positive way, consistent with how local Indigenous community wish to be presented.
  • The Service will develop an acknowledgement of the country, which will be displayed and will be conveyed during special events and incorporated into the program on a regular basis.
  • Educators will develop awareness/understanding about the Indigenous and Torres Strait Islander people as part of the cultural heritage of all Australians.
  • Educators will show respect for the Indigenous and Torres Strait Islander culture, aiming to instil sensitivity/appreciation of the culture and a knowing and valuing of individuals.
  • Educators will encourage access to the Indigenous and Torres Strait Islander community into the mainstream of children services.
  • Educators will show sensitivity and respect the numerous Indigenous and Torres Strait Islander languages by incorporating where possible verbal and visual language into the Service environment.
  • Educators will access and encourage the involvement of the Indigenous and Torres Strait Islander families, Educators and community members who have a vast knowledge of their culture.

In relation to the ability

  • Educators will provide an inclusive educational environment in which all children can succeed.
  • Educators will promote acceptance, respect and appreciation for individuals varying abilities.
  • Educators will consult with all families and other professionals to enable full participation in the program for children with varying abilities. Educators will evaluate and alter the environment to enable all children to develop autonomy, independence, competence, confidence and pride.
  • Educators will provide children and parents with developmentally appropriate information about varying abilities to foster understandings that we are all similar and different.
  • Educators will empower all children in their own learning to ensure that they gain a feeling of self-respect.
  • Educators will treat all children equally and develop an understanding that everyone has something important to contribute.   
  • Educators will observe all children and with family consultation, provide an individualised program to extend the child’s interests and abilities.
  • Educators will display images of people of a range of ages, including elderly people and young children doing different activities.
  • Educators will create an environment where all children can participate in activities and experiences  

Promoting inclusion and diversity into the curriculum

  • Educators will promote positive influences, modelling appropriate communication, non-bias or gender-specific language and attitudes
  • Educators will take a flexible approach with children and families  
  • Educators will develop appropriate expectations for each child
  • Management will assist Educators with the development of required skills and knowledge for working with children and families
  • Management and Educators will work with Inclusions support facilitators to aid the inclusion of children with additional needs
  • Educators will explore the values and uniqueness of the diversity within the service. These opportunities will form part of the curriculum
  • Educators treat children with respect by answering their questions honestly
  • Educators will adapt activities, interactions, communication, the environment and documentation to ensure all children and families are actively included to participate in the curriculum
  • Educators will provide children with a range of resources, equipment and opportunities to enhance their awareness of diversity  
  • Educators will incorporate children’s home language
  • Educators will reflect on the curriculum ensuring inclusive practice and goals set for children are being met
  • Educators will involve families in the planning of learning opportunities reflective of their culture

National Quality Standard (NQS)

Quality Area 5: Relationships with Children

 5.1 Relationships between educators and children

Respectful and equitable relationships are maintained with each child

5.1.1 Positive educator to child interactions

Responsive and meaningful interactions build trusting relationships, which engage and support each child to feel secure, confident and included.

5.1.2 Dignity and rights of the child

The dignity and rights of every child are maintained

5.2 Relationships between children

Each child is supported to build and maintain sensitive and responsive relationships

5.2.1 Collaborative learning

Children are supported to collaborate, learn from and help each other

Education and Care Services National Regulation

155 Interactions with children
156 Relationships in groups
157 Access for parents

Source

  • Australian Children’s Education & Care Quality Authority
  • Guide to the Education and Care Services National Law and the Education and Care Services National Regulations
  • ECA Code of Ethics.
  • Guide to the National Quality Standard.
  • Early Years Learning Framework for Australia: Belonging, Being and Becoming, 2009
  • Anti-Discrimination Board of NSW

www.lawlink.nsw.gov.au

  • Exploring Multiculturalism

www.cscentral.org.au/Resources/Exploring_Multiculturalism.pdf

  • Revised National Quality Standard

REVIEW

Policy Reviewed – Sep 2018

Next Review Date – Sep 2019

MODIFICATIONS

Policy created for First Idea Family Day Care Services, inclusive of changes to the National Quality Standards and Education and Care National Regulations

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