Diversity and Inclusion Policy

CONTENTS

 

  • Policy Statement
  • Strategies for Implementation
  • Legislation and Considerations
  • Sources and Related Policies

 

  

POLICY STATEMENT

The centre aims to provide a child care environment which is free from bias and prejudice in which children learn the principles of fairness and respect for the uniqueness of each person. Differences in backgrounds, culture and abilities are valued and families are actively encouraged to share their experiences with educators, staff, carers and other families. The centre involves the community to assist educators, staff and children understand and accept the range of cultures and abilities of members of the local community. The centre will ensure that appropriate inclusion support services are accessed and referred to families in order to support children’s well-being and full inclusion into the program.

 

STRATEGIES FOR IMPLEMENTATION

 

    • Nominated Supervisor and Educators will actively seek information from children, families and the community, about their cultural traditions, customs and beliefs, and use this information to provide children with a variety of experiences that will enrich the environment within the centre.
    • Educators will work in partnership with families to provide care that meets the child’s needs and is consistent with the family’s culture, beliefs and child care practices. Specific requests will be honored where practical to demonstrate respect and ensure continuity of care of the child.
    • Educators will obtain and use resources that reflect the diversity of children, families and the community and increase awareness and appreciation of Australia’s Aboriginal and Torres Strait Islander and multicultural heritage.
    • Nominated Supervisor and Educators will be sensitive and attentive to all children, respect their backgrounds, unique qualities and abilities, will ensure that the centre’s environment reflects the lives of the children and families using the centre, and the cultural diversity of the broader community, and ensure children’s individual needs are accommodated at the centre.
    • Children with special needs will be provided with support so they can be included as equals within the centre. This may require the assistance of social, ethnic or special needs services which the Centre will access in collaboration with the child’s family, and/or adapting the environment, routines and/or educator arrangements in order to facilitate inclusion.
    • Educators will treat all children equitably and encourage them to treat each other with respect and fairness.
    • Educators will role model appropriate ways to challenge discrimination and prejudice, and actively promote inclusive behaviours in children.
    • Children will never be singled out, or made to feel inferior to or better than others. Educators and children will discuss incidents of bias or prejudice in children’s play or relationships with each other, to help children to understand and find strategies to counteract these behaviours.
    • Parents/guardians will be consulted in the development of holistic programs that are responsive to children’s lives, interests and learning styles, and reflect children’s family, culture and community.
    • Educators will create opportunities as an integral part of their daily programs for children to learn about, develop respect for, and celebrate the diversity that exists in the centre and in the broader community by:
        • encouraging all families, children and other educators to share their experiences, skills, cultures and beliefs;
        • inviting community members to the centre to share their stories, songs, experiences, skills, cultures and beliefs;

    • accessing and using a range of resources (including multi-cultural and multi-lingual resources) that reflect the diversity of children and families in the centre and in the broader community.Educator/staff recruitment and development

 

  • The centre will aim to recruit educators and staff from diverse cultural and linguistic backgrounds that reflect the cultural diversity of the community wherever possible.
  • All educators and staff are fully oriented to the Centre’s Staff Code of Conduct and the ECA Code of Ethics (2006).
  • The Nominated Supervisor and Educators will attend professional development that builds awareness of their own cultural beliefs and values, increases their cultural competence and helps them to challenge discrimination and prejudice. Inclusion Support Agencies

 

  • The centre will access the pool of bicultural support workers to assist communication with families from diverse cultural backgrounds and/or telephone translation services when required and provide brochures/information on aspects of the centre in languages that are spoken in the local community.
  • The centre will access additional support, assistance and resources for children with additional needs including children from diverse cultural backgrounds, children with high ongoing support needs (including disabilities) and children of Aboriginal and Torres Strait Islander background.
  • Educators will talk to the relevant child’s parents/guardians about any concerns and offer the family links to other support services within the community such as Inclusion Support Agencies; Community Health Services etc.
  • Educators will work with families, inclusion support agencies and other specialists working with the child to develop individual support plans for children with additional needs.

 

LEGISLATION AND CONSIDERATIONS

 

  • Education and Care Services National Law Act 2010
  • Education and Care Services National Regulations 2011
  • National Quality Standard for Early Childhood Education and Care 2011

SOURCES AND RELATED POLICIES

  • Community Child Care Co-operative Ltd (NSW) – www.ccccnsw.org.au
  • Children’s Services Central – www.cscentral.org.au
  • ECA Code of Ethics (2006)
  • Staff Code of Conduct Policy
  • Interactions With Children Policy
  • Curriculum, Programming and Progress Policy
  • Enrolment and Orientation Policy 
  • Policy adopted:            20 July 2015

For review:       July 2017

 

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