CHCIC511A: Implement and promote
inclusive policies and practices
Demonstrate inclusive practices
Contents
Ensure language used does not convey bias
3
Gender stereotypes
3
Discuss potential negative impacts of comments that are unfair
or biased
6
Ensure own interactions respond to all children in the service
7
The early childhood educator’s position
Ensuring your own interactions respond to all children in the
service
10
Explore options for children to participate in their community
12
The community
12
The family
12
The children
13
Where appropriate, if children appear to have experienced
exclusion, sensitively seek to obtain information about the
nature of those experiences
14
Provide positive experiences to support children who may have
experienced exclusion
15
Supporting children with differing abilities
2
7
16
Diploma of Children’s Services: CHCIC511A: Reader LO 9365
© NSW DET 2010
Ensure language used does not
convey bias
Activity 1
Gender stereotypes
Let’s have a look at what Derman-Sparks (1989) came up with: Language affects
our perceptions of the world. So, now let's have a look at stereotypes identified
by Derman-Sparks (1989).
How do we portray girls?
As passive, frightened, weak, gentle, giving up easily, unoriginal, silly, illogical,
shrewish, nagging, confused, neat, short, inept, dependent, follower, conformer,
controlling anger, emotional, playing or working indoors, concerned about
appearance, as a parent nurturing children and having an innate need for
marriage and children.
How do we portray boys?
As active, brave, strong, rough, competitive, inventive, intelligent, logical, quiet,
easygoing, decisive, problem-solving, messy, tall, mechanical, independent,
leader, innovative, expressing anger, unemotional, playing or working outdoors,
unconcerned about appearance, as a parent playing with children and having an
innate need for adventure.
I don’t know about you—but words from both those groups suit me!
Did you notice that many of the words used for females have negative
connotations (they are ‘loaded’) and are intended as a ‘put-down’.
So, as early childhood educators what are responsibilities in the use of language?
Our responsibility is to ensure we use language to promote all people and treat
people fairly and with respect.
Diploma of Children’s Services: CHCIC511A: Reader LO 9365
© NSW DET 2010
3
You may be familiar with the concept ‘self-fulfilling prophesy’. If someone says
something about you often enough, you are going to believe it as being ‘true’. For
example, suppose Nina’s parents are always saying, ‘Oh Nina you are clumsy!’.
This statement will have the effect of bringing about what it claims. Nina (and
other people) will believe that it is ‘true’. Nina may even become more ‘clumsy’.
Beginning with yourself...
‘Since language affects people’s perceptions of the world, it is important
to listen carefully to what you are saying and to notice what messages you
are sending to the children you teach and the parents with whom you
work’. (Source: Hilgartner Schlank and Metzger 1997)
Often our word choices reflect an unconscious assumption about gender, culture
or ability.
Activity 2
Guidelines on the use of inclusive language for gender
Perhaps, one of the best ways to start watching your language is to consciously
listen to yourself or ask a trusted colleague to monitor your language. We all use
biased language, often just out of habit!
Here are a few ideas:
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Refer to people by name, not gender. It is important we speak about
people in terms of their own individual characteristics. Referring to people
by name (or description) rather than gender is a great place to start. For
example, rather than saying, ‘See the little boy over there? He needs
medicine at 2 pm’, you could say, ‘Tommy who is in the home corner at
the moment needs medicine at 2pm’.
Review the songs you commonly sing with children. Is there an overuse of
masculine pronouns (he, him, his etc)? If yes, swap the pronouns to reflect
both genders. For example, when you sing ‘Baa baa black sheep’
substitute the ‘yes sir’ for ‘yes ma’am’ or alternate the ‘little boy who lives
down the lane’ to a ‘little girl who lives down the lane’.
Encourage the children to understand that males and females have
various professions. Invite the local police to visit, the local fire brigade or
a nurse. Try to have a representation of both genders.
When you greet children in the morning, be aware of your greeting. For
example, you may say, ‘Good morning Diane, I’m glad to see you have
your running shoes on today. I’ve set up the obstacle course!’ rather than
‘Good morning Diane, you’ve got your pink flower shoes on today’.
Diploma of Children’s Services: CHCIC511A: Reader LO 9365
© NSW DET 2010
Should being a fire-fighter be gender-defined?
In time, you will quickly modify your language and then you can start actively
influencing others! Modelling is an effective strategy for both children and your
colleagues. Be aware as of what you write in the daily diary, posters, noticeboards
and newsletters.
Activity 3
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© NSW DET 2010
5
Discuss potential negative impacts of
comments that are unfair or biased
Below are examples of prejudice.
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Marc, a five-year-old boy, wants to play with a fire engine that another
child is already playing with. He tells her, ‘You are a girl! You can’t be a
fireman!’
‘I don’t want to play with Danielle. She’s just like baby,’ a three year old
tells her teacher. Danielle is four years old and uses a wheelchair.
Quan, who is 2½ years old, refuses to hold the hand of a Black classmate.
‘It’s dirty,’ he insists. At home, after bathing, he tells his mother, ‘Now my
hair is white because it’s clean.’
Two five-year-old boys are playing a board game. Darren, a Korean boy,
asks to join them. ‘No! You can’t play with us, you’re Chinese,’ one of
them says. Then they pull their eyes into a slanted shape.
All of the children in the above examples are dealing with concepts of difference,
race, gender and abilities. The children who are discriminating are feeling the
effects of power in a relationship. They are learning to believe they are superior.
The children who have been discriminated against are struggling with bias. Their
‘difference’ means they cannot fully participate in the experience and that they
are not being accepted.
Remember that often prejudice and discrimination are not always overt—an
example of covert prejudice and discrimination is ignoring or avoiding another
child.
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Diploma of Children’s Services: CHCIC511A: Reader LO 9365
© NSW DET 2010
Ensure own interactions respond to
all children in the service
The early childhood educator’s position
Hopson (1990) reminds us that early childhood workers must act quickly when
discriminatory behaviour occurs. She notes:
‘Regardless of what may have been the cause of children’s behaviour,
workers must never allow a child to spurn another because of colour,
ethnicity, gender or disability or to use unacceptable terms regarding a
child’s identity’.
We cannot expect all children to want to be friends with each and play together.
Just as you select your friends, so do children. We must respect those decisions.
However, when children are ridiculed or ostracised due to difference, then staff
must act. Hopson says that it should be a firm rule that no aspect of a child’s or an
adult’s identity is ever an acceptable reason to tease or reject them.
Strategies for working with children to eliminate
prejudice
We need to help children learn how to think for themselves—and to be able to
judge whether a comment they hear is ‘fair’ or ‘unfair’. In other words, we can
help children think critically—a skill that will become increasingly very important
as they grow up.
Below are a few strategies to start with:
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Encourage children to put themselves into the shoes of other children.
You might begin by saying, ‘Imagine if we all went to another planet. We
cannot speak their language and they cannot speak ours. How would you
feel?’ Later, talk about how they think they would feel if other children
wouldn’t let them play just because of how they look, or what they wear,
or how they talk.
As adults, we can help children understand their rights, make choices and
act in ways that reject bias. We can say, ‘If someone calls you a name that
hurts your feelings, what can you do?’ Then when they give their answers,
comment on each one of them. ‘Yes Caylan, tell them they’re unfair and
Diploma of Children’s Services: CHCIC511A: Reader LO 9365
© NSW DET 2010
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hurtful and they shouldn’t do that.’ and ‘Yes, Antonio, you can ask the
teacher for her help if anyone does that to you’. ‘Now what would we do
if we see someone doing that to somebody else?’
Encourage children to see everyone as an individual. You might begin by
asking them what their food preferences are. Are they the preferences
the same for everyone in their family? ‘We don’t all like the same things,
do we?’, you might say. Later, you could talk about other differences as
well as individual ideas and choice.
Help children understand that there are differences among people
identified as belonging to a group. You might say when reading about a
child who celebrates the festival of Diwali, ‘Vijendra comes from a Hindu
family. Not everyone from India is Hindu though. Some are Christians.
Some are Muslims. There are many more religions in India. Some may not
really follow a religion.’ Later, you can even talk about differences within
smaller groups.
Encourage children to understand that we have similarities—not just
differences. This is how you might begin—when reading about a child
from Europe who loves music, ask the children if they enjoy music. Do
they think people in other countries enjoy music? Talk about how people
all over the world enjoy music. You can show them pictures of musical
instruments from various countries and play them songs and music from
these countries. On another day, you might talk about feelings of hurt and
joy that children share universally as humans after reading a story about a
child from another culture. Later, you might talk about universal
sentiments and values we share with people in our community, people all
over the world as well as other people who are different from their
families (in lifestyle, identity, religion etc).
Here is a website that you might like to look at for further ideas.
http://collections.ic.gc.ca/child/docs/00000934.htm
Expose children to music from all over the world
Below are more strategies on working with children to eliminate prejudice:
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Step in if you see or hear a child engage in discriminatory behaviour.
However, while you make it clear you disapprove, do not make the child
feel rejected. Explain why you disapprove.
Try to find out more about the child. A young child may be rather
innocently repeating something they had heard from an adult. An older
Diploma of Children’s Services: CHCIC511A: Reader LO 9365
© NSW DET 2010
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child may have internalised negative feelings. In either case, make it clear
that what they said or did is unacceptable.
If you believe that an older child has internalised negative feelings, find
ways to overcome these. You might need long-term strategies (eg,
exposing the child to diversity, getting the child to express their feelings
and them helping them understand that their attitudes and ideas are
unfair and hurtful, illogical and factually incorrect).
Support the child who was the target. Make the child feel good about
themselves and feel appreciated for who they are.
Activity 4a
Activity 4b
Activity 4c
Activity 4d
Activity 5
Diploma of Children’s Services: CHCIC511A: Reader LO 9365
© NSW DET 2010
9
Ensuring your own interactions
respond to all children in the service
Some food for thought…
Research has shown that teachers interact or respond to girls and boys
differently. Read through the following research findings from Gordon and
Browne (1996).
Teachers:
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give more attention to boys
give girls and boys different kind of attention
give boys more positive feedback
give boys more praise and attention for achievement
give boys more praise for creative behaviour
call on girls less than boys
praise girls more for conforming behaviour
spend more time disciplining boys than girls.
When responding to inappropriate behaviour:
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Aggression is tolerated more in boys than in girls
Disruptive talking is tolerated more in girls than in boys
Boys are reprimanded more than girls
Teachers use more physical means of discipline on boys than on girls
Teachers use more negative comments or disapproving gestures with girls
than with boys.
Are you surprised by the research? If somebody was to secretly observe your
interactions with a group of children, how do you think you would go? Of course,
we all would hope to treat all children fairly and with a deep sense of respect,
regardless of gender, abilities, cultural background etc.
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Diploma of Children’s Services: CHCIC511A: Reader LO 9365
© NSW DET 2010
Boys and girls taking part in a cooking experience
Activity 6a
Activity 6b
Activity 6c
Activity 6d
As Gordon and Browne (1996) note: ‘We … know that adults who are generous,
tolerant, and caring. In their interactions with children foster those same
characteristics in children’.
Diploma of Children’s Services: CHCIC511A: Reader LO 9365
© NSW DET 2010
11
Explore options for children to
participate in their community
We can enrich the centre’s program and the children’s lives by accessing the
cultures and diversity that is in our families and community. The first step is by
building a partnership with the families of the children that attend the centre.
The community
The community is both an influence on, and support network for, the families that
use our services, as well as being a source on which we can draw when developing
our programs. If we are to have an understanding of the community in which our
families live, we need to familiarise ourselves with, and become involved in this
community. We can visit the neighbourhoods, shop locally, familiarise ourselves
with the music enjoyed by the community, attend celebrations and get to know
the locals. We can also identify resources in the community which can be tapped
into, to transport the diversity within the community into the classroom—for
example local musicians and storytellers, Aboriginal Elders, art and craft products,
celebrations, food and places such as ethnic shops to visit.
The family
When we develop our anti-bias program we need to respect the cultural
background of the family and develop a partnership with the family that will
create a link between the service and the home. We need to take into
consideration both the influence the family has on the child, and how families can
be involved in our services. Parents, staff and children benefit from parent
involvement. Perhaps the most obvious benefit is the link that parent
involvement forges between home and the centre. This link is even more vital for
families and children from other cultural backgrounds. And remember that
Aboriginal and Torres Strait Islander extended families have very important roles
and responsibilities in the up-bringing of the children, so need to be considered as
well.
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Diploma of Children’s Services: CHCIC511A: Reader LO 9365
© NSW DET 2010
The children
We need to closely observe children and be involved with their interests. If we are
open to what excites them and arouses their curiosity we can be led to a wide,
stimulating array of ideas and projects. We can open their minds to experiences in
the community that link to their interests and backgrounds. Be adventurous!
You could start by taking them for a walk around their community and see what
they can find. What examples of diversity and richness of culture are in their own
neighbourhood? Help them to explore and find out more. This can lead to finding
out more about the wider community and many and varied topics and projects.
You will find more ideas in the rest of the unit.
Diploma of Children’s Services: CHCIC511A: Reader LO 9365
© NSW DET 2010
13
Where appropriate, if children appear
to have experienced exclusion,
sensitively seek to obtain information
about the nature of those experiences
Firstly you need to be aware of when exclusion may be occurring by:
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observations of children
having a good relationship with the child so you may notice when
something is not right and that they may feel secure enough to tell you
having a good relationship and rapport with the family so they may also
feel supported if they need to tell you about an exclusion issue
be aware of cultural practices and lifestyles of the families etc so you
would be sensitive to issues
don’t be afraid to ask a family if there is an issue
acknowledge the effects of dispossession and ‘the stolen generation’ on
Aboriginal and Torres Strait Islander families
respect the family and maintain dignity, confidentiality and privacy.
It’s important to be sensitive when seeking information from a child who you
think may be experiencing exclusion. Often as a result of experiencing exclusion
the child may have a low self esteem and feel they don’t have the right to
complain or speak out. They may have accepted that this is their lot in life as they
are different from others. But this thinking is exactly what we are trying to avoid.
Techniques to obtain information:
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listen reflectively
use dramatic play to initiate conversations about possible exclusion
spend time with the child so you can build a rapport with the child and ask
questions if needed. Give reassurance and confirmation about the
exclusion issue if disclosed.
Diploma of Children’s Services: CHCIC511A: Reader LO 9365
© NSW DET 2010
Provide positive experiences to
support children who may have
experienced exclusion
Let’s revisit some scenarios:
Kerrie, four and a half years old, will not be going on the tram museum
excursion. She never goes on any excursions. Her mother, Thao, usually
has a reason — this time she says that Kerrie does not like trams and
trains. The real reason is that Kerrie's mother is a struggling financially and
cannot afford excursions. On the day after the tram museum excursion,
the carer and the children spent time excitedly discussing what they had
seen. Kerrie sat quietly at the back of the group.
Mandy, five years old, always wears clothes that cover her arms and legs
(usually a shirt or jumper with long sleeves as well as long pants) as she
has psoriasis. Today is a very warm day. The children have been painting
for the past 30 minutes on easels set up on the verandah and now the
carer wants to take them to the playground where they can play with
water. The carer tells Mandy to remain on the verandah and continue
painting. The children are wearing shorts and they have a lot of fun playing
with water. Mandy feels left out.
It was Johann's fourth birthday and the children sang 'Happy Birthday' and
Johann blew out the candles. Each child was given a piece of the cake,
except Amir. Amir, three years old, has an allergy to nuts and the carers
did not want to risk any reaction. Amir felt rejected.
Activity 7
We need to be aware of exclusion and be ready to support children through
positive experiences and inclusive strategies.
Support the child who was the target. Make the child feel good about themselves
and feel appreciated for who they are.
Diploma of Children’s Services: CHCIC511A: Reader LO 9365
© NSW DET 2010
15
Supporting children with differing
abilities
There is an enormous range of differing abilities amongst children and you may
have the opportunity to study more about this later. Within the context of
inclusive polices we need to ensure that children with differing abilities are
accommodated and encouraged within the program—exactly the same as any
other child.
The following tips are just a start; as usual communication with the family is
essential.
Strategies
Here are some things you can do to provide practical support to children with
additional needs:
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Provide accessible play at a level appropriate to all areas of children's
development.
Provide honest feedback about their achievements.
Encourage effort—rather than the outcome.
Become familiar with any restrictions that the child may have as a result
of the additional need.
Allow children to explore, play and take risks. Understand the child faces
additional constraints.
Strive for a team approach with parents so that they can give you
information to help provide the best possible opportunities for their
children.
Let children be as independent as possible.
Above all, respect children’s identities and differences and inject playfulness and
warmth into every part of the day’s routine.
Supporting other children
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Encourage positive interactions between children.
Encourage and concern and help should be encouraged if appropriate.
Be honest and open when asked questions about disability.
Advise parents about their child's reactions so that they can support the
child with correct information.
Supporting yourself
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Be flexible, realistic and creative about how you solve problems.
Diploma of Children’s Services: CHCIC511A: Reader LO 9365
© NSW DET 2010
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Keep records of children’s progress. Remember small steps are just as
important.
Become an advocate for children with additional needs and promote
positive attitudes.
Supporting the parents of children with additional needs.
Establish an open and warm relationship, encouraging them to be a part
of a team that will work towards supporting them and their parents.
Make sure you tell the parents about their child's daily experiences.
Supporting other staff
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Encourage the staff to share in the care of the children and encourage
them to interact with them.
If the child has special equipment, encourage the staff to become familiar
with its correct use and care.
Educate yourself about each child’s disability and additional need by
talking to families and doing your own research. Share your knowledge
with other staff members, through informal chats. Try to invite a special
education specialist to give a talk to staff or show relevant videos.
Activity 8
Activity 9
This website provides introductory information on various countries:
http://www.theworldnews.com.au/Worldguide/
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© NSW DET 2010
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