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Our thoughts & insights

Celebrating easter inclusively

23/3/2025

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Celebrations such as Easter, always bring to the surface the ongoing ‘celebrations’ debate. Another celebration that we need to consider whether we celebrate and how.

Our philosophy @ Diversity Kids has always been “Yes! It’s ok to celebrate!” There are so many ways to ensure that our celebrations programs are inclusive of every child & family, their unique circumstances and ways of being.

Before considering cancelling Easter celebrations ‘in order to be more inclusive’, it would be useful to refocus our inclusion lens around such occasions and critically reflect on important questions including:

- How does Easter fit in to the demographics of our education & care community?

- What are some of the things we can do to ensure that our Easter  programs are respectful, responsive, inclusive, sensitive and meaningful to the diversity of our children & families?
 
- Is Easter something relevant, important & meaningful to your children, families & Educators? Have you consulted with the children & families on their thoughts & ideas?  

- When we talk about inclusion, who are we being ‘inclusive of’? If we decide to cancel Easter celebrations, are we potentially being exclusive of the children & families who would normally celebrate and for whom celebrating Easter is important? In many cultures for example, Easter is one of the most significant events on the Christian calendar. Celebrations such as Easter would be meaningful to them and they would be looking forward to the opportunity to celebrate and share, as this would be something that they also celebrate at home.  

Celebrations such as Easter are another great opportunity for us to research, critically reflect, consult and find strategies and solutions to turn something that we perceive as potentially exclusive, into a meaningful, respectful & inclusive experience for every child.

What are some of the things we can do?

- Just the same way we determine whether and how to celebrate cultural, religious and other festivals based on our centre demographics, child & family interest & through consultation with our children and families – we can apply the same process to events such as Easter.  

- The first step to take is to research & reflect as a team whether there are any children that you feel may be disadvantaged during Easter celebrations & programs. Consider what approaches you can take to ensure meaningful & sensitive inclusive practices around this.

- The key is in our respectful relationships & ongoing consultation and communication with both the children & families. Reach out to families and check in on what they would like to see happen, how they would like to be involved and how they would like their children to participate during the Easter activities & programs.
 
- Consult with the children also, about their current interests around Easter, whether they would like to celebrate and how. This helps develop their sense of agency & belonging. This way we are offering children authentic, meaningful learning experiences, based on their family circumstances and ways of being.  They also get to have a say about their participation & engagement in learning. It may be useful to provide them with options. eg  offer them activity choices.

There is no need to do away with and cancel Easter. There is a way!

 Use these celebrations as opportunities to:
- critically reflect communicate, consult & collaborate;
- work towards cultural responsiveness & authentic, meaningful inclusivity;
- educate children around the diversity of celebrations;
- provide children with a sense of agency and opportunity to celebrate both their and other ways of being.

Sometimes we focus on exclusive aspects of celebrations, when what we can be doing is turning it around and start focusing on solutions & strategies to ensure inclusion for all.

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looking through the cultural lens - gingerbread kindergarten's cultural inclusion journey with diversity kids

2/2/2025

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We get to work with some of the most amazing, inclusive Education & Care Services. Hear what Gingerbread Kindergarten had to say about their commitment to cultural inclusion and collaborating with Diversity Kids to embed meaningful & authentic culturally inclusive programs.

IDENTIFY THE WHY?

At Gingerbread Kindergarten, we understand the challenges that accompany major transitions in a child’s life. For example, the transition to school, being a significant milestone, is also a big challenge for most children. A child’s world opens up in a big way and they begin to engage with it, deeply, beyond the familiar comfort of family and friends. What makes this challenge more daunting for children is if they come from different cultural backgrounds and speak languages other than English,
at home.

In 2021, a four-year-old child, who had recently immigrated from India to Sydney, enrolled at our centre. The child’s first language was Hindi and due to COVID-19, he had had very limited opportunities to interact with people outside of his family.
As he began to settle in at the centre, the educators observed that the child was finding it incredibly challenging to communicate effectively with other children and educators. The language barrier
limited his ability to express his needs and emotions and as a result, his ability to form social connections. It became very clear that for this to be a successful transition, the child needed his
environment to resonate with him and his ties to his culture and language which were essential for his emotional well-being and sense of belonging.

Recognizing the distress faced by the child and his family, navigating these challenges, the centre director prioritized the need for supportive measures and created an inclusion plan with her
Inclusion professional to identify the barriers to the child’s participation. This enrolment highlighted the need for creating a culturally safe and inclusive environment. To address the unique needs of children like him, the centre sought innovative funding opportunities and implemented a bilingual project through Diversity Kids. This project provided a platform for bi-cultural support, connecting families with educators and allowing for meaningful dialogue about language and culture.

IMPLEMENT THE WHAT?
The collaboration between the child's family and a bi-cultural support worker enabled the identification of key goals that would facilitate this transition. We understood that the focus had to
be not only on helping the child learn English but also on validating and embracing the Hindi language and culture. The intention behind this approach was to support his connection to his
identity while gradually adjusting to a new linguistic landscape.

Over the coming weeks, the implementation of the bilingual project was an eye-opening exercise for the educators who were
able to see the importance of creating culturally safe environments, unfold right before them. This was a turning point for our service and ultimately set the stage for broader initiatives.

As the centre's reputation for inclusivity grew, we began receiving an influx of enrolments from Mandarin-speaking families, in 2022. We now strongly believed that understanding a child’s cultural
background is fundamental to their identity development and learning success. Since we were wiser and more knowledgeable as a result of the positive outcomes from the first bi-lingual project, it was just the precursor we needed to apply for bi-cultural funding once more, this time, to focus on the needs of the Mandarin-speaking children.

By 2023, the centre had achieved a significant milestone, with 33% of attending families identifying as Indian and 30% as Mandarin-speaking. This demographic diversity underscored the necessity of
tailoring the educational environment to reflect the varied cultural narratives of its attendees.

In response, the educators undertook two vital projects aimed at intertwining culture with curriculum design and enhancing cultural competence among staff members.

INVOLVE THE WHO?
The first project involved a cultural immersion trip to India, where a group of four educators spent ten days exploring Indian traditions, cuisine, and the education system in both rural and urban
settings. This comprehensive exposure to Indian culture facilitated profound insights that helped educators better understand the values and child-rearing practices of Indian families. Upon
returning, educators actively shared their experiences with families and children, fostering greater connections and appreciation for different cultural perspectives.

The newfound understanding of the emphasis placed on academics within Indian culture shaped a more inclusive approach to
supporting diverse learning styles.
The second initiative focused on bi-lingual support coupled with cultural mentoring, reinforcing the learning environment as one that respects and integrates cultural identities. Through weekly
mentoring sessions with a bi-cultural educator, the staff addressed their own biases, aided in developing cultural competence, and learned various strategies to more effectively support children
from diverse backgrounds. For instance, songs in Mandarin were introduced into the curriculum, enriching the linguistic experiences of the students.

Educators also engaged with families where
cultural barriers or misunderstandings were present, such as when grandparents faced reluctance concerning their grandchildren's developmental delays. The mentorship fostered communication
bridges, ensuring that cultural differences were acknowledged rather than overlooked.
Importantly, the culture-sharing sessions led by bi-cultural educators enabled families to participate
in engaging discussions about Chinese traditions and cultural celebrations while learning about other families practices. This cross-cultural interaction not only educated educators but also encouraged families to partake in their children’s learning environment. Families from various backgrounds
subsequently expressed a desire to celebrate their own cultural functions at the center, excited by the recognition of diversity and the commitment to inclusivity.

Practical adaptations within the centre facilitated communication and understanding. The transition routines began circulating in both Mandarin and English, ensuring that all families could
meaningfully engage with the school's processes. Educators employed tools like Google Translate to
communicate with families who did not speak English as their first language. Additionally, having a Mandarin-speaking educator available during open shifts ensured direct communication with
grandparents, who often play an integral role in childcare within many Asian cultures.

EVALUATE THE HOW?
Through these initiatives, the centre witnessed a significant increase in the participation of grandparents within the community. Traditional practices were honoured and integrated into the
educational space, leading to a richer, more inclusive learning environment. The presence of intergenerational involvement in the childcare setting cultivated a greater sense of well-being
among families, respecting and celebrating their unique contributions to the child's education.

The outcomes of these bilingual and culturally responsive initiatives have highlighted the critical importance of cultural awareness and language support in early childhood education.
By understanding how culture informs a child's identity and shapes their experiences, educators are better equipped to foster an environment that recognizes and validates every child's background.

The respect and celebration of different cultures not only enrich the educational experience for children but also help families feel valued and included.
The journey towards creating a culturally safe environment continues to evolve.

In 2025, the projected number of Mandarin speaking families utilising the service will increase to 38 %, followed
by 35 percent of Indian families, it became clear how essential it is for educational institutions to actively engage with cultural competence. Recognizing that every culture has its own traditions,
values, and expectations regarding education is crucial for educators looking to foster an inclusive curriculum that acknowledges each child's identity.

In conclusion, the significance of culture and language in a child's transition to school is profound.
The case study of a Hindi-speaking child from India relocating to Sydney, alongside the initiatives taken to support bilingualism and cultural understanding, showcases how intentional actions can
shape positive educational outcomes. From the implementation of bilingual programs to hands-on cultural immersions and mentor-led discussions, the centre has demonstrated a commitment to
inclusivity that resonates deeply within the community.

These ongoing efforts not only provide essential support to children from diverse backgrounds but also enhance cultural competence among educators, fostering a richer understanding of the
complexities and uniqueness of each family’s experiences. By creating a welcoming and culturally safe environment, the centre stands as a model of how early childhood education can effectively
address the diverse needs of children and families, ultimately promoting well-being, connection, and a sense of belonging for all.

The commitment to these values lays the foundation for ensuring that every child is empowered to navigate their educational journey with confidence, pride, and a strong sense of identity.

Written by Niyati Prabhu,
Centre Director, Gingerbread Kindergarten

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Religion in early childhood.

23/1/2025

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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.

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The inclusive welcome.

13/1/2025

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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!
 

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Inclusion is not just for children - reflections on bias and Racism in education & care.

5/12/2024

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An Amplify article that we wrote for CELA in 2023, “Should We Be Talking With Children About Skin Colour?” received a reader comment, that prompted us to respond, because we believe that “Inclusion, is not just for children.”

Should We Be Talking With Children About Skin Colour?                                                        
“This is a wonderful article on how not to ignore the issue or pretend it is not occurring in the early childhood sector. I think we are to teach children more understanding of race, culture, and skin tone in multicultural Australia, I 100% agree. BUT we need to teach educators and co-educators first and foremost.
I am a preschool teacher and have a different skin tone. I stand out in the crowd. From my own experience I have noticed professionals who work in the Early Years do not even look or acknowledge me or talk to me (even if I was the first one to wish or talk to them) when attending face-to-face meetings. If early childhood professionals behave in such a manner, how do you think they will guide children who are under their care? In my opinion, it is the people who work in the EC sector who need more professional development sessions about racism and understanding others. If educators show no empathy or respect towards other educators who look different from them...how will they be role models to the children under their care? UNCONCIOUS BIAS.
Whoever is reading my comments needs to take into account the change needs to be from the grassroots level. "One cannot preach if they cannot practice what they are preaching about" It is the first time i am able to voice my side of the story so that we do not miss the rich culture and understanding that is brought into early childhood educators who come from a variety of backgrounds”.
                                                                                                  
Gladys responds to our CELA Amplify Article (20th Feb, 2023).
 
Inclusion, is not just for children. It extends to everyone. As adults, before we can authentically advocate for and educate around inclusion, we need to reflect on what inclusion means to us, the role we play as inclusive practitioners and the inclusive practices we share with children, families & fellow Educators every day.

As Service Providers of Bilingual & Cultural Inclusion Support programs, the comment we received, is one we recognise and have heard countless times before. Our work at Diversity Kids informs us of the inherent bias (conscious and unconscious) faced by Educators in Education and Care settings, particularly those from Culturally & Linguistically Diverse Backgrounds (CALD).

Some other examples of bias & racism that we have encountered over time include:
“A casual, Bilingual Educator working in an Outside School Hours Care Service for twelve weeks. Each day on arrival the Bilingual Educator greets other educators. Two out of the three Educators are welcoming and friendly. A third does not respond and walks in the opposite direction when she is greeted.”

“One particular Educator in a Long Day Care Centre, has been giving a Culturally & Linguistically Diverse (CALD) Educator a hard time. She is constantly asking the CALD Educator to repeat herself and says they can’t understand her when she talks. Once the Educator thought she might have even been laughing at her. The Educator would have liked to say something but is unsure how to go about it, and whether there will be any repercussions.”

We’ve also heard examples of Educators making comment about their fellow CALD Educators speaking in their home language and that they need to speak English as they are in Australia now (even in instances where they have specifically been allocated to a service to provide language support to children who are not fluent in English). Subtle and overt reactions to and comments about accents, cultural dress, food, religious activities, dismissing cultural ideas & contributions. Educators report that sometimes, it has nothing to do with comments, but more to do with the person’s behaviour, response or the way they are glanced at or made you feel.

Education & Care settings play a crucial role in shaping young minds and nurturing our future generation. Our Educators & Teachers are pedagogical leaders, who have a profound impact on children’s development and learning, are responsible for providing children with a culturally safe, inclusive, respectful and supportive environment for learning and growth.    
But how can this truly happen, if our Educators themselves harbour and display bias, in the form of racial prejudice in the workforce (towards fellow Educators, children & families)?
How can Educators authentically role model cultural inclusion and diversity, deliver culturally sensitive and safe programs that reflect and respect every child and their culture, if there are underlying cultural biases?

And we’re not just referring to racism, prejudice or discrimination towards Educators from Culturally & Linguistically Diverse backgrounds. Quite often we hear examples of Culturally & Linguistically Diverse Educators showing bias towards others from different cultural backgrounds to theirs.

Our Frameworks highlight the importance of inclusion & diversity. The National Early Years Learning Framework (EYLF) uses the words "diversity" and "inclusion" in several places, including the EYLF's definition of inclusion, the EYLF's Principle of Respect for Diversity, and the framework's five learning outcomes.

Educators are expected to take on the critical role of educating children to respect and appreciate our diverse races, cultures and ways of being. But this can be challenging if our Educators are operating at different stages of their cultural responsiveness & competence journey, and if they need to reflect on, unpack and address their own biases.

There is no place for prejudice or racism in Education & Care settings. Whether the racism is subtle or overt, conscious or unconscious, directed at children, families or fellow Educators. Our Education and Care settings should be culturally safe spaces for all, and environments where diversity and inclusive practices are embedded and celebrated by all and on all levels.

Racial prejudice can have consequences on the well-being of those targeted. Educators may for example feel stress, anxiety, a depleted sense of belonging and lack of confidence. Experiencing racial prejudice may undermine their ability to share their strengths and knowledge and contribute to children’s learning .

Children exposed to racial prejudice are too young to be able to understand and express this experience. That is why it is up to us, as pedagogical leaders, responsible for nurturing every child’s sense of belonging, being and becoming, to be conscious of and tackle racial prejudice in our settings.
 
Tackling racial prejudice requires intentional practice, awareness building and systemic changes. Below are our suggestions:

1. Every Educator should start with their own self, critical reflection around culture, attitudes to culture and what it means to them. Culturally intelligent and responsive practitioners critically reflect on their own views, biases and pedagogical practices that reflect knowledge of diverse perspectives. They regularly reflect on whether their biases, cultural views and values are imposed on other people’s children or their fellow Educators. They step back, reflect and are open to practicing and accepting new ways, as challenging as they may find them.

2. All Education & Care settings should implement mandatory Anti-Discrimination, Zero- Tolerance for Racism, Anti- Racist Policies and ongoing Professional Development.  Services should implement clear anti-racism policies that promote equity, diversity & inclusion and outline the consequences for discriminatory behaviour, along with proactive strategies for addressing racism when it occurs. All Educators should receive ongoing training on recognising and addressing conscious &  unconscious racism, microaggressions and discrimination, and how these manifest in the workplace. Professional Development should incorporate culturally responsive practices that    recognize and value the diversity of every Educator, child and family.

Effective Professional Development equips Educators with tools on identifying
discriminatory behaviours, promoting cultural sensitivity and responsiveness and creating an          inclusive learning environment, free of bias for children, their families & Educators.

3. Encouraging diversity in the hiring and recruitment process can lead to a more inclusive and    anti-bias work environment. Education & Care settings should actively seek Educators from            diverse cultural backgrounds, ensuring that diverse cultures and ethnicities are represented            amongst staff. Emphasising an appreciation of diversity, also benefits children, as they can learn
from Educators with a variety of perspectives & life experiences. Culturally diverse workplaces        can be treasure havens that everyone can learn from about diversity, inclusion, harmony,           
compromise and acceptance. They can be opportunities for embarking on a cultural
competence journey with potential for limitless learning, exchange, connection and
collaboration.

4. Education & Care Settings should cultivate culturally responsive & competent teams, by       
offering ongoing Professional Development and resources. Cultural inclusion & practices
should be embedded and become an inbuilt agenda item at team meetings – offering Educators
the opportunity to regularly reflect on current attitudes & practices. Educators should be
offered ongoing opportunities to learn about different cultures through Professional
Development, cultural programs, community involvement or cultural events. Understanding
diverse traditions, languages, and customs help facilitate cultural responsiveness. 

5. Encouraging open dialogue and creating an environment where Educators feel safe to discuss or report any bias or racist incident experienced. Management should actively encourage open
dialogue and provide avenues for Educators to raise concerns safely and promptly, and ensure
that these are addressed promptly & effectively. This not only fosters a supportive, culturally safe work environment but also allows for the implementation of necessary strategies to help
combat racism. 

6. Ongoing Leadership Accountability & Evaluation around the elimination of racism in the workplace. Services should regularly evaluate the effectiveness of their anti-bias and anti-
racism initiatives through surveys, assessments and feedback from Educators and families. This
will also help identify areas that require improvement. Services that combat racism well, have
leadership that is active and accountable for fostering inclusive and anti-racist environments,
that effectively role model anti-racist behaviours and work with their staff to eliminate bias if it
arises.

Inclusion and cultivating a respect for our diverse ways of being is not just for the children in our Education & Care settings, but this also applies to our Educators. Educators cannot teach inclusion if they do not authentically practice it.  Eliminating bias and racism in education and care settings requires ongoing commitment and action by leadership and every single practitioner. It requires intentional practice, self-reflection, awareness building and systemic changes. It involves professional development, policy changes, safe, open dialogue, and fostering an environment where cultural diversity is celebrated - and the whole Education & Care community feel valued, respected and supported in an equitable, inclusive environment that allows everyone to thrive.

Let’s be respectful of the diversity in our workplace and practice cultural sensitivity & responsiveness in our interactions with fellow Educators every day. Let’s be more conscious of any bias we may be projecting towards our fellow Educators and start thinking about how we can reset our thinking & actions.
​
For Educators experiencing bias in the form of racial prejudice in their workplace – always remember that there is no place for racism in Education & Care. We hope you take the necessary steps to help filter out these inherent biases present in our workplaces, that contradict the key principles of inclusion and respect for diversity, that are highly valued by our sector and that we strongly advocates for and work tirelessly to instil in children.
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"We ARE struggling with some children who are not fluent in english."

27/3/2024

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​“We are currently struggling with children who can’t speak English and follow around two of our Educators that speak Mandarin. Our other Educators have tried to build connections, but the children don’t go near them. Our Mandarin Educators are struggling to be available for other children as they need to spend most of their time helping these children settle and explain everything to them.”

“Have their parents considered sending them to English classes before they start child care? Extra English exposure would help and probably make the children feel less scared to be in an environment where they don’t know the language.”

“I would suggest encouraging the Mandarin speaking Educators to speak English with the children. I’ve been advised that the children learning English is best as they already have the Mandarin language skills.”
 
These are some Educator comments that we’ve come across recently, on an Early Childhood Resource platform, that prompted us to write this article. We aim to revisit and debunk certain assumptions & myths around attachment theories, supporting meaningful belonging, inclusion and cultural safety, particularly as these pertain to bilingual children who are not fluent in English.
 
Many children from Culturally & Linguistically Diverse backgrounds that attend our Education & Care Services often come to us with either very little or no English, and are only familiar with their home language.  Child Care Centres may be a daunting, unfamiliar, first time experience for them. They may have never been cared for by adults other than friends or family members and have had very little experience socialising with so many children. Culturally, many have experienced non-autonomous child rearing (including feeding, toileting, sleep practices, play).

Imagine as a 4 year old, getting dropped off to a new place, where nothing is familiar, you don’t speak the language, do not understand the routine or what is expected of you and are feeling anxious about your day.  Without fail, the bilingual child is going to look out for and become attached to something or someone familiar to them. This is normal behaviour, as it helps them feel safe, comfortable and secure! They will innately form an attachment with Educators that look and sound like mum or other family members. They will navigate towards children who have a familiar look or speak their language.

Circle of Security theory is foundation to everything, where priority is to nurture relationships with children through consistent, emotional support.
With bilingual children who are not fluent in English, Circle of Security may look and be executed differently, as there are additional layers of barriers that need to be addressed (such as language and culture). For example, extra time and resources (including language support from your Bilingual Educators) may be needed to help build trust and build connections and relationships.

How lucky are Services to have access to Educators that speak the children’s languages or share the same cultural background?! This should be seen as a valuable asset, a human resource that can help facilitate children’s sense of belonging through cultural connection.
As Educators, we need to start with a good understanding around the importance of supporting/nurturing a child’s home language/bilingualism and their unique inclusion and security needs – especially when it comes to helping them settle in, minimising distress, removing barriers to their inclusion and creating a sense of belonging and cultural safety. Children using their home language in our Centres is something that should be encouraged, supported and never discouraged.
 
In the scenario described above, we would encourage the Mandarin speaking Educators allocate time each day to use their home language in order to help the children slowly build connections with other Educators and their peers. They can develop a transition plan to help reduce child attachment to particular Bilingual Educators (which is quite normal, as the children feel culturally safe and connected to them).  For example, introduce a secondary attachment figure with whom the Mandarin speaking Educators can work alongside to build closer & trusting relationships.

Making time to support & settle children who are not fluent in English using your in house, bilingual team members is such a big investment! You have access to a unique human resource that can support their sense of belonging, cultural safety & pathway to English competence. Many Services have to apply for funding to access Bilingual Educators!

Over time, with culturally & language responsive care and support, you will find that those initially clingy, distressed, anxious bilingual children will start building those relationships, feeling more relaxed and settled in their new environment. There is no need to take their home language away from them when they need it most. It is inevitable that the English will follow.

Time spent by Bilingual Educators supporting bilingual children is time well spent and does not take time away from other children. It is valuable time invested in supporting every child, including those that require additional resources to settle, due to inclusion barriers.

​Culturally responsive and competent Educators are aware of the many benefits of maintaining a child’s home language, especially during their initial settling in period. Spending time reassuring, guiding and comforting distressed children in their home language demonstrates Educator sensitivity to and respect for children’s diverse ways of being. Our meaningful, genuine, culturally inclusive interactions with them impact on their sense of belonging and who they are becoming – common themes embedded throughout and aligned with the Early Childhood frameworks.
 

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Realising the Rights of Children from Culturally & Linguistically Diverse Backgrounds - Where Cultural Diversity Meets Cultural Inclusion.

29/2/2024

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Every child has the right to grow up receiving education and care that respects and nurtures their being, sense of belonging and who they are becoming. For the Culturally & Linguistically Diverse (CALD) child this encompasses their linguistic and cultural heritage.
The UN Convention on The Rights of The Child (UNCRC) recognises and protects specific rights for children from CALD backgrounds, with aim to ensure that every child, regardless of their cultural or linguistic background is treated fairly, with dignity and receive equal opportunities.

This article explores the fundamental rights specifically dedicated to CALD children and the challenges faced having their rights realised.
It also highlights how all children’s rights are embedded within the outcomes, objectives and guiding principles of our Learning Frameworks and considers how practitioners can create an inclusive space that nurtures every child’s agency, cultural safety, well-being and sense of belonging. A space that is conducive to championing all children’s rights and employing practices that move beyond the acknowledgment of cultural diversity, towards entrenched inclusion of every child.

One of the most impactful first steps practitioners can take, is to focus and reflect on each child’s unique set of rights and how we can support them to attain these. To identify any specific barriers faced and provide additional resources and support to ensure that despite these barriers, their rights are understood, enabled and realised too.
The following rights and articles have been highlighted for their relevance & reference to children from refugee and CALD backgrounds with some reflective questions for practitioners around supporting the rights of every child.
 
Right to non discrimination: (Articles 2, 22, 23)
All children have the right to be treated equally and should not face discrimination based on their cultural/linguistic background, refugee status or disability.
CALD children may experience racism and prejudice in their education & care settings, based on their language, accent, race or appearance, which can significantly impact their self-esteem. Such experiences can lead to feelings of exclusion impacting on well-being, sense of belonging and ultimately disabling their fundamental rights as children.
 
Practitioners who deliver inclusive, anti-racist, anti-bias programs that eliminate racism and exclusion help safeguard and realise the rights of every child.

Are you familiar with UNCRC and how these articles underpin our Learning Frameworks? What strategies do you use to ensure that children who are not fluent in English, who have diverse abilities or are from refugee backgrounds understand that they are holders of rights? How do you adopt the NQF Principles to support best practice, promote and advocate for every child’s fundamental rights to be enabled? How do you embed and implement children’s rights in your daily programs & practices? How do you address discrimination and biases and create a safe and respectful environment for all?
 
Right to Education & Information: (Articles 28, 29 & 42)
Every child has the right to access quality education that respects and values their cultural background and provides opportunities to learn, engage and access information in their home language and relevant to their cultural context.

UNCRC stipulates that education should develop each child’s personality and talents to the fullest and encourage children to respect their and other cultures. This UNCRC principle echoes elements of EYLF  ‘Belonging, Being & Becoming’, the principles ‘respect for diversity’ & ‘equity, inclusion & high expectations’ and aligns with ‘cultural responsiveness’ as a practice.

How do you ensure that your educational programs are culturally meaningful & authentic for every child and that you nurture every child’s ‘Belonging, Being & Becoming’? What programs & resources do you use to help fulfil children’s rights as set out in in the UNCRC, particularly those linked back to the frameworks? How do you reflect on cultural responsiveness & inclusive practices in the context of children’s rights?
 
Right to Language, Cultural Identity & Family Life: (Articles 14, 30)
The UNCRC recognises that every child has the right to use their language and participate in cultural practices within the broader society. Children have the right to preserve and develop their cultural, linguistic and religious identity.

Do your policies, programs, resources & practices respect & reflect every child’s language, culture and religion?  Do you cultivate culturally appropriate & representative programs that celebrate diversity? How do you facilitate maintenance of home language & bilingual programs, acknowledge & honour traditions, celebrations, child rearing practices of the children and families in your settings? How do you create a sense of cultural & religious safety for every child?
 
Right to Participation: (Article 12)
Children have the right to be heard and actively participate in decisions that affect them, including decisions related to their cultural and linguistic practices.

How do you nurture a sense of agency & advocacy in every child? How do you facilitate positive sense of self, confident learners and effective communicators (particularly in the context of children who are not fluent in English or are culturally unfamiliar with such concepts)? How do you enable children’s connection and contribution to their cultural world?
 
When cultural diversity meets cultural inclusion through our practices, we help champion and support the rights of all children and contribute towards making every child’s rights real.
 
References:
Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.
 
The United Nations Convention on the Rights of the Child (UNCRC, 1989. (United Nations Convention on the Rights of the Child [UNCRC], 2006).

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A way with mother's Day! Not Away!

5/5/2023

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​Celebrations such as Mother’s Day, always bring to the surface the ongoing ‘celebrations’ debate. Another celebration that we need to consider whether we celebrate and how.

Our philosophy @ Diversity Kids has always been “Yes! It’s ok to celebrate!” There are so many ways to ensure that our celebrations programs are inclusive of every child & family, their unique circumstances and ways of being.

Before considering cancelling Mother’s Day celebrations ‘in order to be more inclusive’, it would be useful to refocus our inclusion lens around such occasions and critically reflect on important questions including:

- How does Mother’s Day fit in to the demographics of our education & care community?
Every child in our setting has different family circumstances. Some come from extended families where they are raised by many mother figures (including mum, grandmother, aunt), others may have two mothers, two fathers, live with their father, or a foster or adopted family. Some children’s mothers may have passed away or don’t live with them. As practitioners, we should have a pretty good idea without having to consult children and families, who we think may experience challenges around celebrating Mother’s Day and why.

- What are some of the things we can do to ensure that our Mother’s Day programs are respectful, responsive, inclusive, sensitive and meaningful to the diversity of our children & families (particularly those that may be disadvantaged)?
 
- Is Mother’s Day something relevant, important & meaningful to your children, families & Educators? Have you consulted with the children & families on their thoughts & ideas?  

- When we talk about inclusion, who are we being ‘inclusive of’? If we decide to cancel Mother’s Day celebrations, are we potentially being exclusive of the children & families who would normally celebrate and for whom celebrating mothers & mother figures in their world is important? In many cultures for example, mothers and mother figures (including grandmothers, Godmothers, aunts) are revered. Events such as Mother’s Day would be meaningful to them and they would be looking forward to the opportunity to celebrate and give thanks to the people they love. This would be something that they celebrate at home.  

Celebrations such as Mother’s Day are another great opportunity for us to research, critically reflect, consult and find strategies and solutions to turn something that we perceive as potentially exclusive, into a meaningful, respectful & inclusive experience for every child.

What are some of the things we can do?

- Just the same way we determine whether and how to celebrate cultural, religious and other festivals based on our centre demographics, child & family interest & through consultation with our children and families – we can apply the same process to events such as Mother’s Day.  

- The first step to take is to research & reflect as a team whether there are any children that you feel may be disadvantaged during Mother’s Day celebrations & programs. Consider what approaches you can take to ensure meaningful & sensitive inclusive practices around this.

- The key is in our respectful relationships & ongoing consultation and communication with both the children & families. Reach out to families and check in on what they would like to see happen, how they would like to be involved and how they would like their children to participate during the Mother’s Day activities & programs.
 
- Consult with the children also, about their current interests around Mother’s Day, whether they would like to celebrate and how. This helps develop their sense of agency & belonging. This way we are offering children authentic, meaningful learning experiences, based on their family circumstances and ways of being.  They also get to have a say about their participation & engagement in learning. It may be useful to provide them with options. eg  offer them choices as to who they would like to show their appreciation to, write a card or create a gift for (such as their mum or any other ‘mother figure’ in their lives). This could include their grandmother, aunt, foster mum, dad, uncle. They may prefer to call it “Special Person’s Day” instead of Mother’s Day.

There is no need to do away with and cancel Mother’s Day. There is a way!

 Use these celebrations as opportunities to:
- critically reflect communicate, consult & collaborate;
- work towards cultural responsiveness & authentic, meaningful inclusivity;
- educate children around the diversity of families, inclusion and celebrating special people in their lives;
- provide children with a sense of agency and opportunity to celebrate significant others in their world.

Sometimes we focus on exclusive aspects of celebrations, when what we can be doing is turning it around and start focusing on solutions & strategies to ensure inclusion for all.

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Creating miracles through inclusion support - a story of hope & community.

24/9/2022

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book reading tips & tools for culturally & linguistically diverse families. Mr Potato head shows the way!

12/8/2022

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Introducing Nisrine El Choueifati!
I am a speech pathologist who has worked with Diversity Kids and with children and families  in Sydney, Australia, and, as a tri-lingual child, I was able to enjoy stories in French, Arabic and English.

The limiting rules of book reading:
As a new children’s author and a speech therapist working with children, families, and educators, I have often observed that adults often consider two main ways for children to join in with story time by “listening” or “responding”. I have observed that adults often have rules that children should keep their hands and bodies still, eyes on the page, no talking to ensure they are “listening” to a story.

These rules can exclude many children from connecting, understanding, enjoying and learning language from books, including children who:
  • don’t understand just listening, but need to hold objects, use their hands and connect the book to real life experiences;
  • listen when they move;
  • are learning a new language and can’t speak the language of the preschool environment and have another language to share;
  • have vision and hearing problems;
  • have limited interests and who find it hard to interact and engage with adults and children.

Mr Potato Head providing bright opportunities to engage and involve all children in book- reading.

Mr Potato Head recently inspired me to think and consider how we can engage and include the whole body in book reading to include all children by:
  • Acting and moving
  • Touching and playing
  • Seeing and understanding
  • Hearing and understanding
  • Connecting and loving
  • Speaking and saying
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My commitment to supporting the participation and communication skills of all children inspired me to develop the information sheet from many years of problem solving and responding to the needs of different learners and communicators.
It was wonderful to partner with Diversity Kids to support in translating this Information Sheet sheet in several languages including Arabic, Nepalese, Cantonese, Mandarin and Vietnamese.
This information is supported by Diversity Kids as I am pleased to work with them in their commitment to  to enable true inclusion of all children within early childhood settings.
Check out the Diversity Kids website for copies of these translated information sheets, and feel free to download to share with your Educators & families. 

​“I have a magic ball”- Nisrine’s vision to engage the whole body in book reading
I have always believed that when children enjoy interactions with books, they will be motivated to learn language. The vision behind I Have a Magic Ball was that it could be read with groups of children and with children who may not engage with books just by sitting and listening. I wanted to create a story that comes to life, allows children to imagine and interact by throwing, catching and passing a ball while they read this story. Check out my website at www.nisrineelchoueifati.com to purchase the book or find out more.
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CLICK ABOVE TO DOWNLOAD TRANSLATED INFORMATION FLYERS
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