Childhood Educational Policies

Explore the legislation and policies that apply to early childhood education in Australia. Learn about the role of family and instructors on a child during their early educational years.

Running head: Childhood Educational Policies
Childhood Educational Policies
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Early childhood education is a term that may be utilized in order to describe the
various types of educational programs that caters to children during their early educational
years. This particular type of education is comprised of numerous activities and programs that
are specifically designed in order to aid the social and cognitive development of preschoolers
before they commence elementary school. These preschool educational programs are
produced for those children who are three, four or five years old. Moreover, in order to cater
to the requirements of these children, these programs are extremely flexible. For instance,
these educational programs may be conducted at public schools or they may even be home-
based. Even though the concept of pre-school is not something that is compulsory for the
children in Australia, it should be a practice which the government should encourage
(YouTube, 2019). This is because early education lays the foundation for knowledge and thus
children would achieve a head start even before they tread on their official educational
journey. Additionally, early childhood education proves to nurture the holistic development
of a child’s social, cognitive and emotional needs. In fact, in early childhood education,
inclusive schooling must be emphasized upon. The focal point of this discussion is to
minutely analyze and critique the legislation and policies that apply to early childhood
education in Australia. Furthermore, the role of the family and instructors on a child during
their early educational years will also be evaluated.
When it comes to early childhood in Australia, the inclusion policy needs to be
examined. The inclusion policy not only supports children’s rights but it also implements the
current thinking about a child’s development (EarlyChildhoodAustralia, 2019). One of the
policies that support the inclusion policy is the National Disability Insurance Scheme
(NDIS). This is a new legislative framework, imposed by the Australian government in order
to support the Australians with disability, their families and the caregiver. Hence, this is
extremely beneficial with the children with special needs. This would integrate them into the

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education system and aid them to learn in an effective manner. Another legislative policy that
may support the early education system is the Early Years Learning Framework. The key
motto of this policy is belonging, being and becoming. Moreover, this policy emphasizes
play-based learning while supporting and enhancing a child’s learning curve from their birth
to five years of age. This would also enable support to the children with special needs as it
would enable them to learn while engaging in various activities. Moreover, under this
framework, there are five principles that are emphasized. Firstly, secure and reciprocal
relationships need to be maintained. Secondly, this framework greatly emphasizes
partnerships as a key attribute to achieving success. Thirdly, they need to foster a respect for
diversity. Fourthly, establishing high expectations and equity would enable a child to meet
their expectations and achieve their learning goals. Offering them support to achieve these
goals is also a major aim of this framework. Lastly, ongoing learning is heavily stressed. This
framework supports the concept of inclusion because it promotes diversity. Thus, this
nurtures early childhood education in an extensive manner. Lastly, another inclusion policy
and legislation that may be related to early childhood education is the Australian
curriculum. The Australian curriculum nurtures and fosters diversity in an extensive manner.
This curriculum emphasizes excellence and most importantly equity in Australian education
(Curriculum, 2019). Hence this curriculum is complementary to the policy of inclusion. This
is because the Australian curriculum bases their teaching on the individual interest, strengths
and learning needs of the children. Moreover, the Australian Professional Standards also
forms a pivotal part in order to ensure that the Australian schools are providing quality
learning (Educationstandards, 2019). Hence, these inclusion policies and legislations are
important because they enable an enriching educational opportunity for those children with
special needs.

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There are some theories and approaches to early childhood inclusive practice that
must be thoroughly examined. One of these theories is the attachment theory. This theory
places emphasis on the attachments that a child makes with their primal care-giver during
their early years. Moreover, it is also understood that care-givers who are readily available
and sensitive to the needs of the children are able to foster productive relationships with the
child (Bing, 2019). This is extremely important with regards to the childhood inclusive
practice. If an instructor places emphasis on understanding the special needs of a child, then
they are able to create a dependable attachment with their instructor. This, consequently, aids
the educational process as well. Another approach that may be evaluated is the relationships
based approach. This approach places significant emphasis on teaching based on
relationships. Hence, instructors who foster relationships with their students are able to
encourage and stimulate learning in a positive manner. Thus, when it comes to inclusive
practice, this is extremely beneficial as the teachers are able to identify the specific needs of a
child and then teach according to their specific needs. The relationship that will be developed
would aid the students to learn in an effective manner. Finally, another approach that is
related to early childhood inclusive practice is the strength based approach. Rather than
focusing on the child, this approach emphasizes the learning curve of the instructor
(Education, 2019). This process requires the instructor to identify and develop their own
talents so that they remain up to date in their field of study. This not only aids them to
improve their teaching method but it also assures the student the best possible method of
education. This approach shifts the emphasis away from the wrongdoings of the child and
places importance on the development of the teacher (Blog.ecia, 2019). This is extremely
beneficial to the childhood inclusive practice. An instructor, who is focused on their personal
development and growth, would aid the children to learn at their optimal level. Thus, the
strengths-based practice helps the child to develop their own resources

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It is acknowledged that early and ongoing communication with different parties is
very much needed within the early childhood educational setting. The role of family
perspective is needed to be considered in this context. Inclusion comprises of belonging,
participation and offering the children with the opportunity to access the education. In
addition, inclusion is also the key of recognized contribution. Inclusion is highly important
in the family and the society. It is imperative to note in this context that the inclusion must be
ordinary in which every child must be treated equally. Still, it has been reported that the
families face certain issues in the way of practicing inclusion, exclusion and experience of
disability. Family plays a major role in shaping the belief and attitude of the human being. In
the same way, the socio-cultural context and socio-historical contexts can have a firm
impact on shaping the attitude and belief of the educators in practicing inclusion. Moreover,
both socio-cultural context and socio-historical contexts play a major role in influencing the
family perspective along with the experience of the inclusion.
Furthermore, it is also recognized that both these factors also determine the way,
through which the educators engage their families. The family perspective enables the
educators to listen to the disadvantaged people rather than practicing stereotypes. This is the
most positive aspect of living in the family as it enables the people to treat the people equally.
The family perspective is also highly imperative factor in assisting the educator to control any
kind of negative attitude towards the disable children. Community network is also an
imperative factor in framing the attitude and belief of the people towards the disable people.
Strong community network plays a major role in promoting the health, wellbeing and
learning of all the people irrespective of their physical condition. The inclusion of informal
network within the community plays a major role in effecting the family functioning
positively. In this way, the inclusion of strong network within the community enables the
educators to enhance the communication, support and interaction with the children with

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disability. This is the way, through which the support need of the disable people can also be
satisfied. It is the prime responsibility of early childhood educators to engage responsively
with the children along with their family. This is the way, through which the educators can
learn more about the children. Interaction with the family is very much needed in this context
through which the early childhood educators can build a respectful relationship with the
families by integrating trust. Interaction with the children and their family members can help
early childhood professionals to get relevant information regarding the interests, skills,
cultures and abilities of the children and provide them with positive experience accordingly
in order to encourage them to expand their capability.
At the same time, the family cantered approach enables the people to share power and
ensure their availability of all the people in the class. In addition, the family perspective also
supports the educators to put consistent effort for being responsive towards the needs and
priorities of the children with disability. In addition, the family perspective also supports the
educators to put consistent effort for being responsive towards the needs and priorities of the
children with disability. The role of Family-centred and Strengths-based Practice is needed to
be considered. It is imperative for the families to work closely with the ECI (Early Childhood
Intervention) practitioners. This is the way, through which the ECI practitioners can have an
idea regarding the family goal and the choice and priorities of the children and design the
service accordingly in order to promote emotional wellbeing. The educators must also
encourage the choice of the families and acknowledge them in the decision making process of
early childhood education. Thus, the involvement of the parents is highly important in order
to improve learning outcome.
Moreover, a strong network within the community also supports the educators to
participate actively within the changing social situation which is the key of promoting their

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development. It is the prime responsibilities of the educators to encourage the children to be
extremely confident while communicating their needs to the teachers.
Social inclusion and inclusive practice are needed to be involved within the early
childhood pedagogy. It is imperative for the respectful educators to include all the children
without making any kind of discrimination. Thus, the early year practitioners must be
competent, skilled and flexible in order to attain better educational outcome and thereby
enable the children to learn batterer. It is true that some children have high degree of
knowledge and competency. On the other hand, children require effective knowledge and
skill from the early childhood practitioner who belong from different background.
Intervention is one of the most significant strategies, which the pedagogy practitioners must
follow in order to offer opportunity to the children with special need.
As they are facing certain challenges in the way of accessing strategy, the intervention
strategy will help them to attain positive outcome. Thus, it is the role of early education
practitioners to implement cohesive and coordinated intervention approach in terms of
helping the children with disability to attain social inclusion. In the early education and care
setting, the practitioners from different background must work collaboratively in order to
practice inclusion. Implementation of interdisciplinary approach also enables the early
childhood educators to strengthen their skill and thus satisfying the need of the children with
disability. The collaborative approach comprises of thinking, planning, decision making
and implementation of strategy for supporting the children with special need. In addition to
that, the early childhood education practitioners must implement team approach in order to
work together and figure out the basic need and priorities of the children with special need.
The inclusion of team approach will also play a major role in terms of incorporating multiple
skills from various disciplines into practice and thus enable the children with special need to
have educational attainment.

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The role of key worker model is needed to be considered in this context. According to
this model, it is imperative for the early childhood practitioners from different disciplines to
meet regularly and thereby select one member who can provide high quality of social service
to the children with disability. Now, it is the prime responsibility of the primary service
provider to work collaboratively with the parents and other caregivers to provide effective
opportunity to the children with special need to promote their learning and development. It
is the role of the primary social service provider to lead the children with special need to
participate in the daily activity. The early childhood education practitioners must also
conduct the IQ test of the children as it is the key of assessing the present intellectual
capability of the children with disability. According to Australian Professional Standards for
Teachers, there are several different standard such as knowing about the students and how
they learn, understanding about the content and how to teach the subject matter, planning for
effective teaching and learning, creating and maintaining supportive and safe learning
environments, providing feedback on student learning, engage in the professional learning
practices and engaging with the community- which need to be followed by the early
childhood education practitioners in order to improve learning outcome.
The early childhood education practitioners must also play a major role in developing
the curriculum in accordance with the specific need, strength and the abilities of the children
and thus lead them to be engaged actively in the. Moreover, the educators must also practice
the purposeful and interactive intentional teaching by recognizing the special need of
individual child. This is the way, through which the educators can make positive relationship
with that of the children with special need.
Thus, it can be deciphered that the early educational practices in Australia have
developed greatly over the years. Not only are they considerate of all the special needs of
various children, but they also aim to map out methods by which these practices can be

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incorporated in the practical world. Furthermore, legislation and policies that are related to
early childhood education need to be minutely analysed before their implementation. This is
because education for children need to be significantly creative and adaptive. Hence,
instructors are required to step out of their comfort zone and try to decipher the intricacies of
a child’s mind. Nonetheless, there have been hoards of legislations and policies that have
been introduced in the field of early education in Australia. Even though they aim to develop
a child’s educational journey, there are some aspects that still need to be debated, critiqued
and reconstructed. In addition, to all the legislative policies, the role of family must also be
factored in when it comes to early childhood education. Since a child is exposed to their
family and instructors during their foundational years, they are considered to be the most
essential instruments that structure their educational quest. Thus, it can be concluded that in
order for early education to be productive in a child’s life, it must receive legislative support
along with the support of family and teachers.

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References
Bing. (2019). Attachment Theory early years - Bing video. Retrieved 3 September 2019,
from https://www.bing.com/videos/search?
q=Attachment+Theory+early+years&&view=detail&mid=BFBB1311C47C7E684F0
0BFBB1311C47C7E684F00&&FORM=VRDGAR
Blog.ecia. (2019). Change the child or change the environment? – Early Childhood
Intervention Australia (NSW/ACT) Blog. Retrieved 3 September 2019, from
http://blog.ecia-nsw.org.au/2016/06/change-the-child-or-change-the-environment/
Csie. (2019). The UNESCO Salamanca Statement. Retrieved 3 September 2019, from
http://www.csie.org.uk/inclusion/unesco-salamanca.shtml
Curriculum. (2019). Retrieved 3 September 2019, from
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educat
ional_Goals_for_Young_Australians.pdf
EarlyChildhoodAustralia. (2019). Retrieved 3 September 2019, from
http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/01/Statement-of-
Inclusion-2016.pdf
Eciavic. (2019). Retrieved 3 September 2019, from
https://www.eciavic.org.au/documents/item/1503
Education. (2019). Retrieved 3 September 2019, from
https://www.education.vic.gov.au/documents/childhood/professionals/learning/
strengthbappr.pdf
YouTube. (2019). What is inclusive practice?. Retrieved 3 September 2019, from
https://www.youtube.com/watch?v=79mFJoytFiY

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Educationstandards. (2019). Retrieved 3 September 2019, from
https://educationstandards.nsw.edu.au/wps/wcm/connect/8658b2fa-62d3-40ca-a8d9-
02309a2c67a1/australian-professional-standards-teachers.pdf?
MOD=AJPERES&CVID=