Aussie Childcare Network Forum

Posted: **Mon Apr 14, 2025 7:08 pm**

Hey guys,

I am doing profiles on 3 children for my holistic development class. Part of the assessment is to provide information to support inclusive practices for these children. All three are able-bodied, neurotypical, ethnically Australian - but do not identify as aboriginal, have stable families/ home lives and meeting all of the expected developmental milestones for 2-year-olds. I am just not sure what direction I should take this? Usually for inclusion support, I would be able to recognize a barrier that these children may be facing and work to support that but I can't seem to think of anything relevant or meaningful that would support their inclusion more.

Any advice? Please help!

Thanks - Brimaire

Posted: **Wed Apr 16, 2025 1:59 pm**

Hi!

When we talk about inclusive practices, we're not just addressing significant barriers or deficits. Inclusion is a mindset, a philosophy that benefits every child—even those who appear to be "typically developing." Here are several directions and ideas you can consider when profiling these 2-year-olds while maintaining a focus on inclusion:

Fostering a Sense of Belonging and Community

Emphasize Social Inclusion: Inclusion is also about creating environments where every child feels a strong sense of belonging. Even if these children come from stable backgrounds, you can discuss strategies that nurture their social skills, empathy, and cooperative play.

Strategies Include:

Mixed-Abilities Group Play: Even in a seemingly uniform group, organizing play in diverse ways (partner work, small groups, or whole class activities) promotes negotiation, sharing, and perspective taking.

Emotion and Social Literacy: Plan activities where children learn about emotions, share feelings, and recognize that everyone is unique. For example, storytelling sessions that include characters with different interests and personalities help build empathy and respect for diversity.

Preventative Inclusion Practices

Proactive Approaches: While the children might not currently face any significant exclusion, building a strong foundation for inclusion can prevent subtle issues from emerging later. This could involve implementing practices that continually reinforce respect for differences, creativity, and collaboration.

Examples You Can Highlight:

Role Modeling Positive Interactions: Educators can use everyday interactions to model inclusive language. For instance, praising cooperative behaviors and recognizing each child's unique contribution supports a classroom culture where differences are celebrated.

Reflective Inquiry: Even at a young age, children are beginning to observe how social interactions work. Setting aside moments for reflective circle time—where the educator helps children verbalize what it means to play together or share—can implant the early seeds for inclusive attitudes.

Environmental and Curriculum Design for Inclusion
Creating an Inclusive Environment: Describe how you might organize physical spaces and routine learning experiences to be naturally inclusive. For example:

Flexible Learning Areas: Design the classroom so that there are varied spaces for different kinds of play—a quiet corner for individual play or emotional regulation, an open area for group exploration, and transitional zones that help children move safely and confidently from one activity to another.

Inclusive Curriculum Content: Even if the children are all ethnically Australian and come from similar backgrounds, you can include stories, songs, or artwork that showcase diverse family models, relationships, and cultural experiences. This not only broadens their world but also gently challenges any biases by celebrating differences.

Documenting Subtle Opportunities

Observation-Based Reflections: Inclusion isn’t only about remedying barriers; it’s often about noticing and enhancing areas where children show strengths—in decision making, social sharing, or problem solving. Describe how observational notes could highlight subtle differences in interests, temperaments, or social dynamics. These observations can then guide planning for activities that build on each child's natural strengths while inviting them to interact in varied group settings.

Continuous Communication: Emphasize that inclusive practices also involve regular communication with families. You can outline how sharing insights on everyday interactions helps build a home–educator partnership, ensuring that what is practiced in the classroom complements what is supported at home.

The key is to remember that inclusion is a broad concept. It’s not only about making accommodations for children with clear barriers; it's about cultivating an environment where every child is encouraged to thrive, understand, and appreciate diversity from a very early age. By highlighting these approaches, you not only fulfill your assessment requirements but also demonstrate a forward-thinking, holistic approach to early childhood education.

Hope this helps!

,
Lorina

Posted: **Mon Apr 21, 2025 5:39 pm**

Thanks for advice flappy dunk

Posted: **Tue Apr 22, 2025 5:39 pm**

You're welcome!

- Lorina

Posted: **Mon May 05, 2025 11:58 am**

For your profiles, you could tailor each child’s plan to one of these areas, using specific toys or activities to illustrate how you’d promote their inclusion. Crazy Cattle 3D

Posted: **Wed May 07, 2025 6:31 pm**

Terteory wrote: ↑
Mon Apr 14, 2025 7:08 pm
Hey guys,
Stickman Hook
I am doing profiles on 3 children for my holistic development class. Part of the assessment is to provide information to support inclusive practices for these children. All three are able-bodied, neurotypical, ethnically Australian - but do not identify as aboriginal, have stable families/ home lives and meeting all of the expected developmental milestones for 2-year-olds. I am just not sure what direction I should take this? Usually for inclusion support, I would be able to recognize a barrier that these children may be facing and work to support that but I can't seem to think of anything relevant or meaningful that would support their inclusion more.

Any advice? Please help!

Thanks - Brimaire

Inclusive practice isn't only about supporting children with visible or diagnosed needs. It's also about fostering equity, belonging, and diverse participation for all children which includes the typically developing kids in your profiles. Inclusion isn’t only about deficits it’s about intentionally building an environment where all children thrive, participate meaningfully, and feel a deep sense of belonging.

Posted: **Sat Jun 14, 2025 10:13 pm**

When developing individual profiles, it's recommended to focus on one of these key areas based on each child's specific circumstances. Use appropriate toys or design targeted activities to demonstrate concretely how you would advance their inclusive education.
LINK

Posted: **Tue Jun 24, 2025 5:56 pm**

Absolutely — your instinct is right that inclusion often responds to visible or known barriers. But inclusive practice is not just about addressing existing disadvantages, it's also about proactively creating environments where all children thrive, feel a sense of belonging, and see themselves reflected in the environment and curriculum — even when they appear to face no obvious barriers.smash or pass

Posted: **Fri Jul 11, 2025 12:04 am**

Wow, Lorina thank you so much for such a thoughtful and incredibly helpful response!
I truly appreciate the time and care you put into explaining all of this it’s helped me reframe how I approach the entire assessment. Thank you again!شركة تنظيف مجالس بالرياض شركة تنظيف سجاد بالرياض

Posted: **Tue Jul 22, 2025 10:03 pm**

since the children are meeting all developmental milestones and face no obvious barriers, consider focusing on fostering their social inclusion by encouraging diverse peer interactions and cultural awareness in the classroom. You could also explore inclusive practices that promote emotional resilience and cooperative play to support their holistic development. Veo 3

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Examples To Support Inclusive Practices

Examples To Support Inclusive Practices

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