Understanding and Supporting Inclusion

This essay discusses the importance of creating an inclusive environment for children in child care centers. It also provides recommendations for improving child care practices.

Running head: UNDERSTANDING AND SUPPORTING INCLUSION
Understanding and Supporting Inclusion
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1UNDERSTANDING AND SUPPORTING INCLUSION
Introduction:
The children Centre is situated in the western suburb has license for the 40 children and is
government funded. There are 12 children who are two years old. It is a non-profit Centre where
children of age three years and above are taken care of. Children are provided with the facility to grow
their vegetables on the garden. They sometimes share their harvested vegetables with their families. It is
situated within the mid-low socioeconomic zone. The children care centre is a close-knit community and
extremely supportive. It is also situated close to the local community centre where the facilities of health
care, library and sports are included.
Among all the children, there are 5 children who needs special attention which are discussed
below:
Abby: Abby is 4.5 years old and likes to interact with adult on one-on-one situation and is also
interested in animals especially peppa pig. She was moved from her current children care centre due to
her disorderly behavior. Her observed language skill is more than her age and she also started reading at
home. Due to her disruptive behavior, she also had an assessment of psychologist.
Jason: Jason is 4.5 years old and a vivacious child who loves to wrestle and jokes with other
children of the kindergarten. He also started verbalizing few words such as, dad, mum love and fishing.
Jason is diagnosed with Down syndrome disease. He had a supportive and large family. He loves
avengers characters and playing with iPad.
Amos: Amos is 3.5 years old and has just moved from Melbourne from the china. Amos has
problem with English but is extremely fluent in his native language which is mandarin. He loves outdoor
games and lies getting dressed up.

2UNDERSTANDING AND SUPPORTING INCLUSION
Sienna: sienna who is 3 years old is nonverbal but loves listening to music. When any change
occur in her surrounding, she gets extremely disturbed which leads to outburst and started crying. She is
attached with one of the assistants and needs her whenever she gets depressed.
Julie: Julie who is 1 year old has just started appearing at the children care centre. She loves
interacting with the other child of the health care centre, but tries to avoid loud noises as she gets
depressed by such noises. Her parents feels anxious with the idea of sending her to the child care centre
for her nutrition and care and hence requires constant updates.
This essay deals with the preparation of inclusive environment for the children so that each and
every children can get best child care irrespective of their abilities. Recommendation to improve the
child care Centre is also discussed.
Discussion:
Inclusive environment is referred to as the environment where all the members is treated with
respect and is connected with other children (Care, 2015). Each and every member should be involved in
the formation of the group and goal should be achieved. In the child care center, all the children with
and without disabilities are taken care of (Soukakou et al., 2014). They should be encouraged to take
part in daily routines, places and activities. Specialized children as mentioned above are implanted
among the routines of the settings. Educators are the one who sees that each and every child of the
kindergarten gets all the facilities irrespective of their abilities (Block et al., 2014). Educators have the
responsibility to create an inclusive environment for the children that focusses on their abilities, needs
and their interests. To incorporate the inclusion, it us important for the educator to involve in certain
requirements that can help the child in getting best care (Venninen et al., 2014). For example in the case
of Jason, he is suffering from Down syndrome and hence needs special attention and care. The patient
suffering from Down syndrome have language disability. They cannot speak properly and also have

3UNDERSTANDING AND SUPPORTING INCLUSION
slow mental growth (Yoder et al., 2014). Amos also has language difficulty, he cannot speak English
properly but can talk fluently in his mother language which is mandarin. Hence, providing inclusion
environment with certain common adjustments such as, designing the physical environment according to
the need of the children, by providing new learning opportunities would be beneficial in such cases
(Wallace et al., 2015).
The educators have the major influences on the children. Hence it should be ensured that the
educators should have positive effective on the children. To ensure that, it is important that the educators
must be skilled and have enough knowledge to incorporate such inclusion practice in children. They
should provide positive social and environmental change. It is evident that there are certain instances
where the educators should be able to handle the child appropriately in order to meet and interest of the
children. As in case of Abby, she had moved from her last child care center due to her disruptive
behavior, hence educators should design the change where the child should get proper treatment (Vohra
et al., 2014). The educators have impact not only on the children, but the future of the children is also
dependent. Hence, it is required from the educators that they should look for every consequences
whether positive or negative before applying any strategies in the children.
Only implying the change is not enough, but it has to be managed properly. To manage the
changes they should be keep in mind that each and every children is different from each and other and
their need also. Hence, they need to be managed that way. For example in case of sienna, she gets
disturbed whenever a change occurs in her environment. Hence in such cases, the change in the
environment is managed so that she did not get upset (Lamb et al., 2014). In addition she is also
educated to adapt with the new environment accordingly. To manage the implementation families of the
children are also involved in providing best care to the child. As in case of Julie, her parents feel anxious
by the idea of sending her to the childcare. In such cases, the educators should discuss each and every

4UNDERSTANDING AND SUPPORTING INCLUSION
detail of the implementation plan with the parents of the Julie. They should involve different specialist
such as councilor (Broekhuizen et al., 2016). Additional program might for the childcare staff which
help in providing best child care.
Recommendation:
The following three recommendation are suggested for the development of children center that
will help the children to flourish at an early stage of their life (Parry, 2016):
(a) The documents and procedures to commence and whom to refer
To guarantee all children and kids in the location can establish in their initial years would need
careful deliberation of processing, planning and recording. Therefore, cautious reflective co-operative
planning and instructors working collectively with relatives could lift a child’s care and education.
Considerably, an Individualised Education Plan (IEP) is defined as an operative planning procedure and
store that emphases on supporting the child to accept inclusive education chances in the education
environment. When documenting explanations of children, it is observed that they are more probable to
practice a variety of abilities to gather evidence regarding children, their benefits and necessities within
an informative setting (Whalley, 2017). The instructors conserving a journal article to comprise
significant explanations of kids and children like reflections, learning stories, daily discussions with the
youngster. This might help the instructors to inform Julie’s parents regarding her time in the centre.
(a) The arrangement and adaptation
Establishing the accessible outdoor and indoor environment for the families and their children is
considered as the crucial step in development of children centre that will focus on the interests, cultural
diversity, abilities and learning style of the children that will further motivate them to enhance the better
learning skills and capabilities (Woonton, 2016). It is considered as the crucial step for developing better

5UNDERSTANDING AND SUPPORTING INCLUSION
learning environment for the children by effectively motivating their child in engaging in their personal
interest, vast opportunities and problem solving method that will allow the child to get appropriate
support and guidance for better future. Hence, setting up a motivating outdoor and indoor environment
for the children will allow the child to meet their interest and needs and developing the effective
learning strategy that will help them to lead a successful life.
(b) Providing appropriate space to the children to play
The children centre should provide appropriate space to the children where they can play and
develop their social skills by effectively communicating with other children and adapt the learning
skills. Appropriate tutor-structured activities should be implemented that will allow the children to
connect and communicate with the tutor and learn to maintain a balance between their indoor and
outdoor activities (Brooker, 2017). Hence, the above mentioned recommendation will allow the child to
adapt in the environment of the children school that will provide them assistance in their later stage of
life.
Conclusion:
From the above essay, it is concluded that implementation of inclusive environment is extremely
essential for the care of the children. In the child care centre every children is different from each other
and that of their abilities and disabilities. Hence the inclusion plan is designed based on all those needs.
After designing the inclusion plan, it is also important for the educators to manage it properly. In the
above essay, recommendation, that can assist in providing best care to the children based on their
abilities, interest and needs.

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References:
Block, K., Cross, S., Riggs, E., & Gibbs, L. (2014). Supporting schools to create an inclusive
environment for refugee students. International Journal of Inclusive Education, 18(12), 1337-
1355.
Broekhuizen, M. L., Mokrova, I. L., Burchinal, M. R., Garrett-Peters, P. T., & Family Life Project Key
Investigators. (2016). Classroom quality at pre-kindergarten and kindergarten and children’s
social skills and behavior problems. Early childhood research quarterly, 36, 212-222.
Brooker, L. (2017). Learning to play, or playing to learn? Children’s participation in the cultures of
homes and settings. In Young Children’s Play and Creativity (pp. 14-25). Routledge.
Care, K. B. E. (2015). Physical environment.
Lamb, M. E., Sternberg, K. J., Hwang, C. P., & Broberg, A. G. (Eds.). (2014). Child care in context:
Cross-cultural perspectives. Psychology Press.
Parry, J. (2016). The Family at the Centre of Early Learning.
Soukakou, E. P., Winton, P. J., West, T. A., Sideris, J. H., & Rucker, L. M. (2014). Measuring the
quality of inclusive practices: Findings from the inclusive classroom profile pilot. Journal of
Early Intervention, 36(3), 223-240.
Venninen, T., Leinonen, J., Lipponen, L., & Ojala, M. (2014). Supporting children’s participation in
Finnish child care centers. Early Childhood Education Journal, 42(3), 211-218.
Vohra, R., Madhavan, S., Sambamoorthi, U., & St Peter, C. (2014). Access to services, quality of care,
and family impact for children with autism, other developmental disabilities, and other mental
health conditions. Autism, 18(7), 815-826.

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Wallace, I. F., Berkman, N. D., Watson, L. R., Coyne-Beasley, T., Wood, C. T., Cullen, K., & Lohr, K.
N. (2015). Screening for speech and language delay in children 5 years old and younger: A
systematic review. Pediatrics, 136(2), e448-e462.
Whalley, M. (Ed.). (2017). Involving Parents in Their Children's Learning: A Knowledge-Sharing
Approach. Sage.
Woonton, M. (2016). Learning outdoors: Improving the quality of young children's play outdoors.
Routledge.
Yoder, P., Woynaroski, T., Fey, M., & Warren, S. (2014). Effects of dose frequency of early
communication intervention in young children with and without Down syndrome. American
Journal on Intellectual and Developmental Disabilities, 119(1), 17-32.
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