3 June 2023

 𝙒𝙝𝙖𝙩 𝙞𝙨 𝙞𝙣𝙘𝙡𝙪𝙨𝙞𝙫𝙚 𝙥𝙧𝙖𝙘𝙩𝙞𝙘𝙚 𝙞𝙣 𝙚𝙖𝙧𝙡𝙮 𝙮𝙚𝙖𝙧𝙨?

Inclusive practice is about creating an environment where every child feels valued, respected, and included, regardless of their background, ethnicity, culture, religion, language, or ability. This is particularly important in early years settings, where children are still learning about the world around them and developing their sense of self and identity. In this blog, we will explore why inclusive practice is so important in early years settings and how practitioners can promote it.

𝙒𝙝𝙮 𝙞𝙨 𝙞𝙣𝙘𝙡𝙪𝙨𝙞𝙫𝙚 𝙥𝙧𝙖𝙘𝙩𝙞𝙘𝙚 𝙞𝙢𝙥𝙤𝙧𝙩𝙖𝙣𝙩 𝙞𝙣 𝙚𝙖𝙧𝙡𝙮 𝙮𝙚𝙖𝙧𝙨 𝙨𝙚𝙩𝙩𝙞𝙣𝙜𝙨?

Inclusive practice is important in early years settings for several reasons.

Firstly, it helps children to develop a positive sense of self and identity. When children feel valued and included, they are more likely to have a strong sense of self-esteem and confidence, which is crucial for their development.

Secondly, inclusive practice promotes social and emotional development. Children who feel included and valued are more likely to form positive relationships with their peers and adults. They are also more likely to have empathy and understanding towards others who may be different from them.

Thirdly, inclusive practice helps to reduce discrimination, prejudice, and stereotypes. By promoting diversity and valuing differences, early years settings can help to create a more tolerant and accepting society.

𝙃𝙤𝙬 𝙘𝙖𝙣 𝙥𝙧𝙖𝙘𝙩𝙞𝙩𝙞𝙤𝙣𝙚𝙧𝙨 𝙥𝙧𝙤𝙢𝙤𝙩𝙚 𝙞𝙣𝙘𝙡𝙪𝙨𝙞𝙫𝙚 𝙥𝙧𝙖𝙘𝙩𝙞𝙘𝙚 𝙞𝙣 𝙚𝙖𝙧𝙡𝙮 𝙮𝙚𝙖𝙧𝙨 𝙨𝙚𝙩𝙩𝙞𝙣𝙜𝙨?

Recognise and celebrate diversity: Early years practitioners should recognise and celebrate the diversity of the children in their setting. This means creating a welcoming environment that reflects the cultural, linguistic, and religious backgrounds of the children.

Use inclusive language: Practitioners should use language that is inclusive and avoids stereotypes. This means using language that is gender-neutral, avoids racial stereotypes, and does not stigmatise disabilities.

Provide accessible resources: Early years practitioners should provide resources that are accessible to all children, regardless of their abilities. This means providing resources that cater to different learning styles and making sure that the environment is physically accessible.

Involve families: Early years practitioners should involve families in their inclusive practice. This means communicating with families in a way that is culturally sensitive and inviting them to participate in the setting.

Challenge biases: Early years practitioners should challenge their own biases and prejudices. This means being aware of their own assumptions and stereotypes and actively working to challenge them.

𝙎𝙥𝙚𝙘𝙞𝙖𝙡 𝙚𝙙𝙪𝙘𝙖𝙩𝙞𝙤𝙣𝙖𝙡 𝙣𝙚𝙚𝙙𝙨…

At Scallywags it is our policy to include all children whatever their stage of development and or special needs.

Special Educational Needs (SEN) refers to a wide range of learning difficulties and disabilities that affect children’s ability to learn and access education. These needs can arise due to a range of conditions such as physical, intellectual, and sensory impairments, emotional and behavioural difficulties, and communication and language problems.

Early years settings, such as nurseries and pre-schools, play a crucial role in identifying and supporting children with special educational needs. The early identification of children with SEN is critical to ensuring that they receive the support they need to achieve their full potential.

In early years settings, practitioners should create a welcoming and inclusive environment that supports all children’s learning and development, regardless of their abilities. They should be aware of the early signs of SEN, such as delayed speech and language development, and have the skills and knowledge to provide early intervention and support.

One of the most effective ways to support children with SEN is through a person-centred approach, which means considering the child’s unique strengths and needs and developing an individualised plan to meet those needs. This approach should involve working closely with parents, carers, and other professionals involved in the child’s care, such as healthcare professionals and educational psychologists.

Early years settings should also ensure that they have appropriate resources and facilities to support children with SEN. This may include adaptations to the physical environment, such as ramps or handrails, as well as specialist equipment or software to aid communication and learning.

In addition to providing individual support, early years settings should also work to promote inclusion and reduce any stigma or discrimination towards children with SEN. This can be achieved through regular training and awareness-raising for staff, as well as involving children in activities that promote diversity and understanding.

Inclusion, Equality and SEN Blog written by Demi