“It’s our polite nudge in the ribs to help you and your team stay organised and on task.”
This week’s subject is: Positive interactions (Service philosophy)
Element 5.1.1: Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.
Does your service philosophy represent and communicate your services approach and commitment to the provision of inclusive practice, respectful and equitable interactions for all children and young people, staff and families?
Your Service philosophy must detail your Services firm commitment to fostering positive educator to child interactions through promoting inclusivity and equity, ensuring that all children and young people feel valued, respected, and supported.
Positive interactions between educators and children involve educators viewing each child as capable and competent, and as active participants and decisionmakers, with a right to a voice and able to contribute to decisions that affect them. This enables educators to focus their education and care practices on children’s strengths and inclusion in the group environment. (Guide to the NQF)
Communicate the significance and value of your service philosophy statement by presenting it to educators, staff, families and community in a way that reflects your service’s unique personality and encourage all stakeholders to meaningfully contribute to the review of the philosophy each year.
Ask educators and families to provide statements of what inclusion and equity means to them (e.g create a mind map on your notice board or on a wall near the parent sign in area or a two-way post on your online platform/s) and display these ideas and statements along with the service philosophy.
Key Components of an Inclusive and Equitable Philosophy Statement may include:
A documented commitment to diversity and inclusion
Value for diversity: Clear statement and details of how the service values diversity and is committed to fostering an inclusive environment. This could include recognising the importance of cultural, linguistic, gender, family dynamic and ability diversity and inclusion.
Cultural responsiveness: Highlight the importance of understanding and respecting different cultural perspectives, practices and traditions within the service community
Equitable access and participation
Equal opportunities: Articulate the service’s dedication to providing equal opportunities for all children, regardless of their background or abilities
Addressing barriers: Describe proactive strategies to identify, reduce and manage barriers that may prevent or limit children to participate in the program
Supportive and adaptive learning environments
Tailored support for inclusive environments: Highlight the importance of personalised learning approaches that cater to the unique needs of each child
Inclusive educational program: Commitment to collaboratively developing and delivering an educational program that reflects and respects the diverse experiences, interests, abilities and identities of all children
Engagement with families and communities
Family partnerships: Communicate the importance of building strong, respectful, reciprocal partnerships with families, recognising them as essential contributors to their child’s education and wellbeing
Community involvement: Detail the Service’s approach to engaging and building connections with the local and broader community, to enrich the learning environment and support inclusion
Professional development and reflective practice
Continuous improvement: Detail the Service’s commitment to continual improvement through ongoing professional development for educators and staff to enhance their knowledge, awareness, understanding and implementation of inclusive and equitable practices
Reflective practice: The Service’s commitment to regular critical reflection on pedagogical practices, routines, policies and procedures to ensure they align with the principles of inclusivity and equity.
Resources:
High expectations for every child
Gender equity in the early years
Reviewing your service philosophy
Revising the service philosophy
Within System7 go to Quality Area 5/ Module 2 to submit self-assessment notes and if required, open a QIP issue if you identify any areas of improvement.
The Childcare Centre Desktop has a range of resources to assist services with positive interactions and Service philosophy. These include Interactions with Children, Families and Staff Policy, Philosophy Development and Review Procedure, antibias and Inclusion Policy, Gender Equity Policy and much more.
Resources, NQS Element, Regulation and System7 links:
Childcare Centre Desktop – Childcare Centre Desktop
National Quality Standard – QA 5/5.1.1: Positive educator to child interactions
National Regulations – 155, 156, 168
System7 Module – QA 5/Module 2
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