Blog Archives - DIVERSITY KIDS

Religion in early childhood.

23/1/2025

Religion in Early Childhood is one of those complex and sensitive areas, so we thought to unpack the concept and share our views.

A child’s culture and religion are intertwined and play a big part in their identity, their sense of belonging and the way they perceive and experience their world. For some children, religion plays a big part in their cultural and spiritual being and who they are becoming.

Speaking from experience, I still have vivid, fond memories of my childhood, growing up in a Greek Orthodox household. Baptism is one of the most important sacraments in our religion. Godparents are key figures in children’s lives. Holy Communion is taken by children regularly, particularly during certain religious celebrations, such as Easter. Some children may attend Sunday School scripture and attend Church regularly from a young age. Prayers are important, many Greek Orthodox children wear gold crosses (usually gifted by their Godparent at their Baptism), they may be named after Saints and therefore celebrating their name days are a big part of their lives. Their homes may be adorned with religious icons.

I just wanted to paint a picture of the religious layers that some children may come to your education & care settings with – layers that may not be obvious or spoken about, but are significant in the lives of your children and their families.

For this reason, we believe that it is important to introduce and instil an understanding and respect for our diverse religions from an early age. Authentic inclusion means incorporating elements of religion too. A great place to start? Acknowledging and celebrating the diversity of special religious festivals, particularly those that are meaningful to your children and families, such as Ramadan, Easter, Christmas, Hannukah.

Acknowledging that there are many ways of living, being and of knowing, the EYLF notes that children are born belonging to a culture, which is shaped by traditional practices, heritage, ancestral knowledge and the experiences, values, traditions and beliefs of individual families and communities. A very big part of this includes their faith.

When we dissect culture, we discover its various layers of diversity and ways of being, including ethnicity, race, ability, age, class and gender. Culturally responsive Educators embed inclusive practices to support every child’s unique inclusion fingerprint and individual inclusion needs, to ensure that each child’s identity, sense of belonging and being is nurtured and supported.

The Early Years Learning Framework (EYLF), does not explicitly mention or focus on religion. We believe that this could be a contributing factor to the ambiguity and reluctance or uncertainty Educators face around exploring religion with children. Almost as if it is a ‘no go’, ‘too hard’, grey area as it is not specified directly in the Framework. Furthermore, Educators may also lack the confidence to delve into areas they are not familiar with, and prefer not to incorporate religious aspects, for fear of offending or doing something wrong.

The EYLF however, encourages educators to support children’s development in ways that are respectful of diverse cultures and beliefs, which can include their religions and faiths. It is all in our interpretation of how we ensure all children are included.

Where the EYLF supports the introduction of religious perspectives:

Belonging, Being, and Becoming: The overarching themes of the EYLF are about helping children feel a sense of belonging, engage with their present, and develop a foundation for their future. The framework encourages creating a respectful and inclusive environment where all children's backgrounds, including their religious backgrounds, are acknowledged, valued and celebrated.

Cultural Competence and Responsiveness: The EYLF emphasizes the importance of respecting the cultural identities of children and families. This includes fostering a sense of respect for cultural and religious diversity, helping children understand and celebrate their beliefs, traditions, and practices and the diversity in these.

Outcome 2: Children are connected with and contribute to their world: This outcome highlights the importance of children developing an awareness and appreciation of diversity, which can include religious beliefs. Educators are encouraged to guide children in building positive relationships with others and understanding the significance of being part of a diverse and interconnected community.

Outcome 5: Children are effective communicators: This outcome involves the development of children's ability to engage in a range of communication forms, including verbal and non-verbal expressions of beliefs and ideas. In an inclusive setting, children can explore and express their beliefs (including religious ones), while also learning about the beliefs of others. Although religion is not a central focus of the EYLF, Educators are encouraged to recognize and respect the role of religion in the lives of the children and families in their settings, where relevant. The framework advocates for the promotion of equity, diversity, and inclusion, ensuring that children from all backgrounds, including those with different religious traditions, feel welcomed, respected, and supported in their learning environment. That programs are inclusive, meaningful and relevant, which means incorporating religious elements such as celebrations.
It’s important for educators to approach religious diversity with sensitivity, ensuring that all perspectives are treated with respect and that children have opportunities to learn about and appreciate various cultures and belief systems.

The benefits of introducing religion in Education & Care:
Introducing religion in Education and Care for children from a young age, can be important for several reasons, depending on the context and the approach taken.

Here are some potential benefits:

Cultural Awareness and Responsiveness: Understanding religious diversity can help children (and Educators) appreciate different cultures and belief systems. In a multicultural society, learning about various religions helps foster awareness acceptance, tolerance, reduces prejudice, and promotes social cohesion by encouraging respect for diversity.

Sense of Belonging and Identity: For children raised in religious families or communities, early education in their faith tradition can help them develop a strong sense of identity and belonging. This can contribute to their emotional well-being and resilience.

Critical Thinking and Open-mindedness: Learning about different religious viewpoints can promote critical thinking, as children can compare and contrast beliefs, ask questions, and form their own understanding of spiritual and philosophical matters. This process helps them become more future, open-minded, global and reflective citizens. There are child care centres in Australia that educate children about diverse religions, including Islam, Judaism, Christianity, and other world religions. The extent to which religion is incorporated into the curriculum varies widely depending on the type of child care service, the Service’s philosophy, and the cultural makeup of the community it serves. eg

Faith-based child care centres (religious organisations run Early Childhood Education & Care Services) where religious perspectives are embedded into the curriculum;
or
Multicultural and inclusive Child Care Centres that focus on multiculturalism and inclusivity, incorporate aspects of diverse religious traditions as part of their broader curriculum about world cultures and diversity. eg celebrating religious festivals that are meaningful to children families and Educators.

Tips & Strategies for Exploring Religion in Early Childhood:

Consult with families: Consider including a section in your enrolment form that asks about religious denomination and whether families have special requests for religious practices or any cultural/religious days that they celebrate. Eg halal food. Check in on their views around their children participating in religious based activities.

Parent Participation: Consult with families and invite them to lead or participate in religious based activities or faith based celebrations.

Explore Religious Diversity: Explore the range of denominations represented at your Service/in your classroom and the wider community. Discuss the similiarities and differences which may exist among religions. eg most religions celebrate a Festival of Light, all religions have symbols.

Practical Religious Experiences: Provide opportunities for children to share religios practice. This gives other children the opportunity to observe religions other than their own, in action. eg. Excursions to Buddhist Temple, Mosque, Hindu Temple, local Church.

Future Inclusive Citizens: Culturally inclusive programs that respect & reflect the religious backgrounds of all children, families & Educators in our settings help children develop positive attitudes towards religious diversity.

Religion in Early Childhood doesn’t have to be something that we avoid as Educators, because we feel it is challenging area to navigate. Take small steps, consult with your families and Educators, approach your program with sensitivity and respect for the diverse beliefs represented in your settings, keep it simple and developmentally appropriate, promote inclusivity for all, steer away from indoctrination, and be balanced in your approach, fostering children with an understanding and respect of the diverse world we live in.

The inclusive welcome.

13/1/2025

How inclusive is your welcome?

When children & families walk through your education & care settings do they feel connection, a warm, authentic sense of welcome & belonging?

How do you cater for diversity and ensure that every child and family, in all their diversity feel welcome, despite any challenges to participation and inclusion?

Creating a welcoming and inclusive environment for ALL children and families, including those from Culturally and Linguistically Diverse (CALD) backgrounds who may not be fluent in English or children with disabilities (diverse abilities), involves adopting various approaches that help foster a sense of belonging, respect, and support.

Below are some strategies to help achieve “welcome”:

1.Get to know every individual child, their family and unique inclusion support needs.

Step into the shoes of the child (consider them as a cultural being or a child living with disability) and reflect on their experience outside of your Service, in their home environment.
When working with and supporting them, consider tailoring an education and care experience that facilitates inclusivity and meets their individual needs. Develop and implement strategies to help create a place that makes them feel settled, fearless, comfortable and safe.

Sometimes it is important to look outside the box and find ways to remove any barriers to welcoming inclusively. For example, if the child and family are from humanitarian or refugee background, consider modifying and adapting practices to remove red tape, help provide immediate language & cultural support and offer flexible, relaxed options and solutions that focus on healing, building sense of trust and security and forming partnerships.

Spend time canvassing valuable inclusion information from the enrolment form and through the orientation process.
Ask families and children, to suggest things you can do to ensure they feel welcome and included.

Hold community building events like family nights, ‘welcome’ evenings/BBQ or cultural exchange programs to help families from diverse backgrounds connect and learn from one another.
Ensure that your Service is an extension of the child’s home environment. Embed cultural perspectives holistically, every day, across the curriculum through human and physical resources.

‘Belonging, Being & Becoming’ – The Early Years Learning Framework – takes on a different perspective in the context of including children from CALD or refugee backgrounds and children with disabilities. Diversity Kids believes that the key to inclusion creates an environment & programs that nurture and instil a warm, comfortable, familiar, predictable, happy & safe sense of belonging. Focussing on their sense of Belonging and nurturing their well Being helps contribute to children Becoming the best version of themselves

2.Celebrate Diversity

Cultural Awareness: Acknowledge and celebrate diverse cultures through events, festivals, and special days. Embed cultural practices, holidays, food, music, movement, art/craft from diverse backgrounds into daily activities. From the minute a child and family walk through your door, they should be able to feel a sense of familiarity and welcome through the physical environment, resources and program that is warm, inviting and reflective of diversity. Welcome organically occurs when they feel valued, and recognise that their needs and interests are respected & reflected.

Inclusive Curriculum & Program: Ensure that the program and curriculum reflects diversity in all its forms, particularly diversity reflected at your Service (culture, disability, Aboriginal, refugee, gender). Enable a variety of perspectives and values to be shared, through books, materials and resources. Ensure that modifications & accommodations are regularly reflected on and embedded in daily practice, to support the inclusion of children with disabilities. Introduce and embed programs and activities that help instill kindness, inclusion, empathy, diversity, mutual respect and social justice. Ensure that all the children in your education and care environments have voices and are heard.

Language Diversity: Use books, songs, and educational materials in different languages. Learn simple greetings or phrases in the languages spoken by the children and families, including Sign Language.

3. Create a Safe, Respectful Environment

Non-Discriminatory, Anti-Bias Policies: Have clear policies that promote equality and inclusivity, ensuring that ALL children and families feel welcome, regardless of their cultural, religious background or ability.

Anti-Bias Education: Promote an environment where all forms of discrimination (racial, cultural, disability-related, etc.) are actively addressed. Teach children to embrace differences and challenge biases through age-appropriate discussions and programs.

Accessible Physical Space: Ensure that your physical space is accessible to children or families with disabilities. This includes wheelchair access, ramps, and sensory-friendly areas. Adjust seating arrangements, learning materials and resources to cater to diverse learning needs.

4. Support Communication Needs

Language Support: Offer language support for families who speak languages other than English. This might include accessing the Inclusion Support Program and Bilingual/Cultural Support. Provide language support if required, during orientation visits. Extend on this by organising Bilingual/Cultural Support when the child commences, to support a smooth settling in process. Having a Bilingual Educator present can help build trust, connections, relationships, a sense of cultural safety, belonging and inclusive welcome.

Augmentative and Alternative Communication (AAC): For children with speech or communication difficulties, provide AAC tools such as communication boards, tablets, or speech-generating devices to facilitate communication.

Visual Supports: Use visual aids including pictures, signs, and symbols to help children understand routines, expectations, and instructions. Develop and provide translated versions of these where required. This benefits children with varying levels of verbal and language skill.

5. Provide Individualized Support

Individual Education Plans (IEPs):
For children with disabilities, work with families to develop and implement IEPs that outline specific accommodations and support tailored to the child's needs.

Flexible Routines: Adjust daily schedules and routines to accommodate children with diverse needs. This might mean offering more time for transitions, providing sensory breaks, modifying activities for children with physical disabilities, providing resources in the children’s home languages, or organising Bilingual Educators to support the inclusion of children who are not fluent in English or children with disabilities from Culturally & Linguistically Diverse backgrounds.

Differentiated Instruction: Recognize the different learning styles and abilities of children and adjust teaching methods accordingly. For example, use hands-on activities, visual learning, Bilingual Educators and resources or verbal explanations to accommodate different learning needs.

6. Build Strong Relationships with Families

Family Involvement & Participation:
Encourage active, meaningful participation of ALL families in Centre or program activities. Offer flexible meeting times and provide materials in multiple languages to ensure families can understand, contribute to and engage in their child’s education and care.
Ask families about their child’s needs, interests, abilities, strengths, likes, dislikes and what matters to them about the care and education you will be providing for their child. Encourage the family to stay as long as they like in the education & care environment and to participate and role model elements of disability, language & cultural support they would like to see provided for their child. Support them to share important aspects of their culture and activities that are familiar to their child.
Find ways to acknowledge, celebrate, include and encourage your children & families to participate at your Service and feel that they belong. Diverse children and their families are assets to every education & care community. Their experiences come with strengths, abilities, cultural & additional needs knowledge that we can all learn and grow from on our inclusion and cultural responsiveness journey.

Ongoing Communication:
Establish open lines of communication with families, allowing them to share their child’s needs and concerns. Regular check-ins and culturally & language sensitive and relevant communication are key.

Provide culturally & language appropriate services for your diverse families (Bilingual/Cultural Educators, bilingual staff, interpreters, translated information) and deliver culturally and linguistically relevant activities that promote the child’s home language, cultural identity and cultural self esteem. This can help provide a sense of familiarity, cultural safety and an inclusive welcome!

Cultural Responsiveness & Competency Training:
Provide staff with ongoing training and professional development on cultural competency/responsiveness and disability awareness. This will help Educators and relevant practitioners better understand the unique inclusion challenges faced and help offer support to work through these barriers. Ensure that Educators & practitioners receive ongoing training in inclusive education practices, including how to support children with diverse needs.

7. Foster Peer Relationships and Inclusion

Buddy Systems:
Create buddy systems where children can help each other, fostering friendships and mutual support. For children with disabilities, pairing them with a buddy can help them feel more included in group activities and develop confidence.

Group Activities: Organize activities that encourage collaboration and teamwork, allowing children to learn from each other’s strengths and differences. Adapt activities to accommodate children who are not fluent in English or with varying abilities.

Inclusive Play: Ensure play areas and materials are accessible to all children, including those with physical disabilities. Provide a variety of toys and games that can be enjoyed by children of different developmental stages and abilities.

By incorporating these strategies, you can create an environment that not only embraces the diversity of all the children and families in your education & care settings but will also foster a culture of inclusivity where everyone feels respected, valued, and supported – the most inclusive welcome!